Presentation Transcript

1. ESF Educational ServicesParent Workshops

   7:00 to 8:30 pmPrimary Preparation and Progression Parents as Learning Partners
2. Primary Preparation and ProgressionParents as Learning Partners Presenter Fiona Merrill, Consultant Early Years and Primary Teacher
3. Primary Preparation and Progression An Overview The basics - what a child needs to reach their potential at school A balanced approach to literacy Stages in writing development Writing genres Supporting children with reading Supporting literacy at home
4. The basics Realise your child is an individual Share important information with the teachers Ensure your child gets enough sleep http://www.nhs.uk/Livewell/Childrenssleep/Pages/howmuchsleep.aspx Help your child learn to dress themselves and manage their hygiene needs Plan for healthy snacks, lunch and enough water to drink After school activities – keep it balanced Teach your child how to pack and unpack their bag and tidy away their things Celebrate success! Help your child to develop a healthy self esteem.
5. Activities to help your child get ready and organised at school Join the local library Practice packing and unpacking school bags and lunchbox Encourage independence in looking after belongings (water and clothes) Support your child in developing their social skills. Let your child have enough free play time with other children. Work on reflection Help your child understand that making mistakes is normal and part of the learning process
6. All about your child Guided Discussion… Introduce yourself to the group then discuss the following questions: What do you think are the most important skills a child should learn at primary school? What would you like to learn from this workshop? What are your concerns regarding your child and primary school?
7. A balanced approach to literacy ‘Language is fundamental to learning, thinking and communicating, and permeates the whole curriculum’ Making the PYP happen, IBO 2007 Children learn to read and write in many ways. They need to be exposed to a variety of experiences in order to develop reading and writing ‘habits.’
8. What will my child be doing at school to develop their literacy skills? Shared reading – the teacher will be reading to the children. The main focus will be the meaning of the text. Discussion will occur regarding the text. Guided reading – The children will take turns reading a book at their level. The teacher will listen to them. The main focus will be the meaning of the text. Discussion will occur regarding the text.
9. Shared Writing – The teacher will model the writing process to the class. Children make suggestions. The teacher will demonstrate how to choose and sound out words as well as grammar and punctuation. Guided Writing – The teacher will work with small groups of children helping them to write words or sentences. The teacher will group children according to their needs so children at the same stage of writing will be grouped together. Phonics– Children learn to read and write the sounds represented by letters.
10. Developing fluency as readers, writers, speakers and listeners Children need a variety of experiences to develop oral forms of language (speaking and listening) and begin to explore and make use of written forms (reading and writing.) Children need to see how to read and write Children will learn at their own pace. It is the teachers job to meet the needs of the student. Children will vary in their development depending on their age compared to other children in their year group!!
11. The process of learning to read and write Reading and writing go hand in hand Reading related development starts in infancy For a child to be a good reader they need a functional knowledge of the cultures writing system (the English alphabet system or Chinese characters for example.) This obviously takes time and children learn in different ways. Some children will need phonics more than others to read and write. Some children find it easy to learn words as they appear without breaking them up/sounding them out
12. Meaningful literacy Literacy should always be meaningful This means children will read and write for a purpose Adults modeling how they read and write is the first stepping stone and forms the first building block for literacy Keep in mind, to be a good writer your child will need to have fluent, rich spoken language Focus on developing spoken language, it is a building block for reading and writing skills
13. Phonetic awareness Phonetic awareness is ones awareness of the sound structure of spoken words Developmentally phonics classes and teaching are quite inappropriate until a child is at least 4 Phonological awareness is an important determiner of success in reading and learning to spell. Phonics teaching requires children to know and match letters or letter patterns with sounds, learn the rules of spelling and use this information to decode (read) and encode (write) words
14. What can I do at home to help phonetic awareness? Play rhyming games with your child Point out print in the local environment. Look for letters and words Play ‘I spy with my little eye’ When writing, model how to sound out words, ‘stretching’ words for your child helps them to hear all the sounds Have a look for suitable games on the ipad/computer Learn the sounds of the letters yourself. Make sure your child knows the difference between letter names and sounds Most importantly make playing with sounds and words FUN!! Don’t push your child too hard to learn
15. Help is at hand … It can be hard to know the ‘correct’ sounds to teach/support your child. This website can help: http://www.oxfordowl.co.uk/Question/Index/3#saysounds There are also some online books you can have your child listen to and read. Lots of helpful tips on reading too: http://www.oxfordowl.co.uk/Reading Let’s have a look at how to teach spelling and sounds to your child
16. Pronouncing letter sounds correctly These sounds are voiced, they are ‘loud’ sounds involving the voice box: a,e,i,o,u,b,d,j,g,l,m,n,q,r,u,v,w,y,z These sounds are unvoiced and ‘whispered’ not involving the voice box: c,f,h,k,p,s,t,x shchthngllsszzff
17. Practice time! With a friend practice sounding out the letters we just learnt Next, see if you can sound out the following words You are blending the sounds which is pushing the sounds together Segmenting is when you try to stretch the word to listen to the individual sounds
18. What skills are taught in reading and writing and when are they taught? Year One: Sounds of the letters and phonemes( a-z,ch, sh, th, ll, ss, zz, ff, ng) Reading then writing simple words using phonics skills (cat, hot, sit, tip, swot, crip, chip, splot) Short vowels and long vowels Writing simple sentences using finger spaces in between words Simple connectives (then, next, after) Letter formation (lower case before upper) Simple punctuation (full stop, question mark) Possibly some spelling homework Year Two: (including all of the above) Simple phonics and more use of long vowels (long a,e,i,o,u) More sight/tricky words (words that cannot be sounded out easily) Progressively more sentences in writing Use of adjectives (the green dog, a happy man, a good friend) More time spend reading independently
19. Stages of writing Level 1:  Emerging/Scribble This is the beginning level at which your where the child mark makes.  You may not yet be able to tell what the picture is about, Level 2:  Pictorial At this level, the child begins to draw a somewhat recognizable picture and may talk about it.  He or she may also imitate writing. Level 3:  Pre-communicative The child may now be printing his or her own name or an occasional known word and may be writing strings of letter-like forms or a series of random letters.  Sometimes he or she may attempt to read the message back, but it may not be easily read.
20. Level 4:  Semi-phonetic At this level, the child begins to use some letters to match sounds, often using one beginning letter to write a word.  He or she usually writes from left to right but may reverse some letters. Level 5:  Phonetic Now the child writes most words using beginning and ending consonant sounds and spells some frequently used words correctly.  He or she may begin to add vowel sounds, but they are often not the correct ones.  At this level, the child may begin to leave spaces between words.  It's getting easier to read the child’s writing.
21. Level 6:  Transitional At this level, the child is writing words the way they sound, representing most syllables in words.  He or she may sometimes be adding an extra silent e at the end of a word or doubling letters when they're not needed while trying visually to remember how spelling works.  Now the child usually leaves spaces between words and is spelling many words correctly as he or she writes more than one sentence. Level 8:  Traditional Advanced writers use a rich, varied body of written vocabulary.  They may still use phonics-based spelling for advanced words, but have mastered the spelling of commonly used words.  At this level, your child uses quotation marks, commas, and apostrophes correctly and usually organizes writing into appropriate paragraphs. 
22. Where is your child at right now?How can you help them take their next developmental step in writing? Guided Discussion… In your groups or in pairs discuss which stage of writing your child is at. Why do you think they are at that stage? Do you remember your child moving through any of the other stages? How do you think you can support your child at the level they are at and move them on?
23. How can you help your child? Model writing for your child – lists, journals, emails, storybooks If your child is at the semi-phonetic stage or further on, reviewing the letter sounds and word building would help Continually model how to form simple sentences Read simple books (readers) as well as storybooks Create sentences with your child (I went to the park.) Cut the words out and rearrange them together Post high frequency words around the house Have a sound/letter mat on hand, ask your child to refer to it when they are unsure of how to write letters Create a word bank with your child of words they use all the time in their writing refer to it when they write
24. Writing genres Children need to know about all the reasons we write in order to understand them and in the end reproduce them Some common genres:
25. Recount A recount is the retelling of an event or experience Children should retell an event orally before writing a recount You can create a recount book, documenting your weekend adventures or holidays If your child is not yet ready to write a recount, focus on oral recounts and model the writing for them
26. Why?
27. Practicing a recount Guided Discussion… With a friend in your group: Using the recount clown recount one event that happened recently Make sure you add interesting detail to your recount Use the recount template Listen to your friends recount
28. Reading to you child Reading to your child is when you, the parent, are doing the reading (just like in shared reading at school.) This should continue for as long as possible Remember teachers still read to their classes in Year 6 of primary school! Read at least two books to your child a day If you would prefer to read in mother tongue that is fine too! Read a variety of fiction and non-fiction texts
29. Reading with your child This is the time you listen to your child reading (just like in guided reading at school) The books read should be at your child’s reading level (or just enough to extend them) Your child will need to use a variety of clues to read new words (sounding out words, re-reading the sentence to see if it makes sense, looking at the pictures) Ask your child to predict what the story/book will be about and retell the story in their own words Make sure your child not only decodes new words but also understands their meaning Make sure to ask lots of questions (what, where, why, when, how) to develop your child’s comprehensions skills. If your child does not know a new word, encourage them to have a go at sounding it out but if they can’t manage this tell them the word.
30. Developing motor skills Motor skills – a learnt sequence of movements that combine to produce smooth, efficient action in order to master a particular task Age specific physical activity is important for healthy brain development and healthy bodies Our body works as a whole system. Children who use their bodies to full capacity will be better learners We need to develop large and fine motor skills
31. Large motor development activities Obstacle course – focus on moving on all planes Make sure your child has a bike/scooter Take long walks, it builds up stamina and endurance Ball play – kick, throw, roll, bounce Skipping Hopscotch Teach your child how to sit up straight, it develops the core muscles Limit television time
32. Fine motor development activities Threading beads Cutting with scissors Play-dough (rolling, squashing, pinching) Using tweezers to sort small objects Lego and Duplo – any construction that fixes things together Tearing and scrunching paper Hand movement rhymes and songs Paper folding activities Painting – use a variety of brushes, finger painting
33. Useful websites http://www.essortment.com/motor-skills-child-development-50784.html http://www.oxfordowl.co.uk/Question/Index/3#saysounds http://www.oxfordowl.co.uk/Reading http://www.getreadingright.com.au/resources/free-resources
34. Applications https://itunes.apple.com/gb/app/you-can-read!/id581827775?mt=8 https://itunes.apple.com/gb/app/reception-teacher/id501079053?mt=8
35. To sum up…. All children learn to read and write at a different pace Speaking and listening are building blocks for writing and reading Writing needs to be meaningful and for a purpose Direct phonics teaching is an important element of inter-grated literacy teaching It is important to read to your child as well as with them
36. Handouts Recount template Alphabet mat Get reading right word list Get reading right camera words 100 high frequency words Writing checklist WOW words
37. Q & A