Primary 1 Literacy Workshop for Parents and Carers

1. Primary 1 Literacy Workshop for Parents and Carers

2. Aims of the Workshop • To gain an understanding of Literacy curriculum and how it is taught and assessed at Holy Cross Primary. • To understand some of the key skills children need to succeed in literacy. • To understand the strategies that can be used to support and develop these.

3. Parent as Teacher • A parent is a child’s first and longest serving teacher. That relationship is ongoing throughout a child’s school life.

4. Literacy Curriculum • Talking and Listening • Reading • Writing

5. Literacy Curriculum • Talking and Listening • Reading • Writing

6. Talking and Listening Curriculum

7. Talking and Listening Curriculum

8. Talking and Listening Curriculum

9. Talking and Listening Curriculum

10. Talking and Listening Curriculum

11. Talking and Listening Curriculum

12. Talking and Listening Curriculum

13. Talking and Listening Curriculum

14. Talking and Listening Curriculum

15. Talking and Listening Curriculum • Following instructions • Talking about stories • Poetry • Short Talks • Talking with a partner

16. Talking and Listening Curriculum • Following instructions • Being able to process what is heard • Being able to carry out simple directions and instructions • Listening and being able to respond in some way • Being able to identify what the listener needs to know and being able to share information

17. Talking and Listening Curriculum • Talking about Stories • to be able to give simple responses in discussion. • to be able to make predictions about a text. • to be able to re-tell straightforward features of a text.

18. Talking and Listening Curriculum • Poetry • Pupils will be aware of audience & speak clearly and audibly. • Teacher will provide good models of speech. • Pupils will be aware of the terms: voice, clear, rhyme & rhythm.

19. Talking and Listening Curriculum • Short Talks • Develop awareness of non-verbal listening skills. • The Speaker will be able to ask the audience for ‘Relevant Questions’ about his talk. • The audience will be able to question the speaker in order to gain further information on the talk. • The Speaker will be able to answer questions about his talk.

20. Talking and Listening Curriculum • Talking with a Partner • To encourage free & purposeful talk. • To stimulate & extend pupil’s talk. • To recognise the value of listening. • To understand the importance of ‘taking turns’.

21. Talking and Listening • Children who are talked to, listened to and hear rhymes and songs from the earliest age are confident and secure, have learned many skills and are well prepared for school and learning. They have been given the best start in life.

22. Talking and Listening • The time you spend talking and playing with your child will have huge benefits. It shows the child that they are important to you and builds their confidence.

23. Talking and Listening • Have fun with rhymes and songs, especially those with actions.

24. Talking and Listening • Talk to your child when you are playing together.

25. Talking and Listening • Talk about things as they happen e.g. when you re both unpacking the shopping.

26. Talking and Listening • Always respond in some way when your child says something.

27. Talking and Listening • Increase vocabulary by giving choices e.g. ‘do you want orange or lemon?’

28. Talking and Listening • If your child says something incorrectly, say it back the right way e.g. ‘goggybited it’ respond with ‘Yes, the dog bit it didn't he?’

29. Talking and Listening • Encourage your child to communicate in anyway not just through words.

30. Talking and Listening • Try to have a special time each day to play with toys and picture books.

31. Phonological and Phonemic Awareness

32. Phonological Awareness • Phonological Awareness is the ability to hear and differentiate between sounds. It is concerned with sounds rather than written symbols. • Research has shown that phonological awareness is a predictor of future reading success. The child who can discriminate sounds in words, is likely to be a successful reader.

33. Phonological Awareness – Awareness of whole words Is the learner able to isolate the words in an orally delivered sentence? • I can count the single syllable words in a sentence that is spoken to me. e.g. I see the cat. (4) • I see the black cat.(5) • I can count the words in a multi-syllabic sentence that is spoken to me. e.g. I see the kitten. (4)Peter sees the kitten. (4)Peter sees the playful kitten. (5)

34. Phonological Awareness – Awareness of whole words I can identify the position of a particular word in a spoken sentence. • For single and then multi-syllabic words. • e.g. “The orange house is big. Can you find ‘house’?” • Learner turns the ‘house’ card.

35. Phonological Awareness – Awareness of syllables that a learner hears • Is the learner able to hear the syllable rhythm of words? • I can tap, clap or march along to the syllable rhythm I hear in words. • I can match the tapped beats I hear to pictures with the same number of syllables. •   e.g. 2 finger taps

36. Phonological Awareness – Awareness of syllables when hearing and delivering I can look at a picture and segment a word into syllables. e.g.

37. Phonological Awareness – Awareness of rhyme when hearing and delivering Is the learner able to identify rhyming words? I can pick out the pictures that rhyme.

38. Phonological Awareness – Awareness of rhyme when hearing and delivering • I can hear when words that are spoken (or sung) to me rhyme. • e.g. ‘Which 2 words rhyme?’ • cat dog mat

39. Phonological Awareness – Awareness of rhyme when hearing and delivering • Can they add a word that rhymes to a list they have been given orally? • I can make words that rhyme. • e.g. ‘Which words rhyme with fun?’(sun, bun, etc) • I can add and remember words in a rhyming song. • e.g. “I can sing a rhyming song, a rhyming song, a rhyming song, • I can sing a rhyming song with words that rhyme with mat” • Young people give suggestions one at a time e.g. ‘mat, cat’; ‘mat, cat, sat’; ‘mat, cat, sat, rat’; ‘mat, cat, sat, rat, hat’ and the end part of the song gradually gets longer.

40. Phonemic Awareness – Awareness of phonemes • Is the learner able to identify phonemes (speech sounds) and match them to initial sound pictures and letters? • I can match the phonemes I hear to pictures that begin with that phoneme. • e.g. /m/

41. Phonemic Awareness – Awareness of phonemes • I can match the phonemes I hear to the letters used to write them. • e.g. /m/Learner points to the letter ‘m’.

42. Phonemic Awareness – Awareness of phonemes • Is the learner able to blend orally delivered phonemes together to make a word? • I can blend phonemes together to make a word. • e.g. /k/, /a/, /t/ (cat) /sh/, /o/, /p/, (shop) • /k/, /r/, /u/, /n/, /ch/ (crunch) /t/, /oy/ (toy)

43. Phonemic Awareness – Awareness of phoneme positions • Can the learner identify and segment phonemes (speech sounds) in initial, final and then medial positions in words? • I know where a particular phoneme is in a picture or an object. • e.g. /t/

44. Phonemic Awareness – Awareness of phoneme positions • I can hear where a particular phoneme is in a spoken word. • e.g. ‘Where do you hear the /d/ in dog?’ • (at the start) • e.g. ‘Where do you hear the /d/ in ladder?’ • (somewhere in the middle) • e.g. ‘Where do you hear the /d/ in head?’ • (at the end)

45. Phonemic Awareness – Awareness of phoneme that a learner delivers • Can a learner split a word into phonemes when speaking? • I can put counters in boxes as I say the phonemes in a word. • e.g. dog

46. Phonemic Awareness – Awareness of phoneme that a learner delivers • I can hear the individual phonemes in a word. • e.g. cat(/k/ - /a/ - /t/) • shop (/sh/ - /o/ - /p/) • crunch (/k/-/r/-/u/-/n/-/ch/) • toy (/t/ - /oy/)

47. Phonemic Awareness • Phonemic awareness is a subset of phonological awareness in which listeners are able to hear, identify and manipulate phonemes, the smallest units of sound that can differentiate meaning. • What is a phoneme? • A phoneme is the smallest unit of sound in speech. When we teach reading we teach children which letters represent those sounds. For example – the word ‘hat’ has 3 phonemes – ‘h’ ‘a’ and ‘t’.

48. Schwa! Gonnae no dae that? Schwa – adding an extra vowel sound after the initial sound. bi ci di fi gi hi jiki li mi ni pi qui risiti vi wizi Children who cannot sound out or spell words correctly frequently insert an extra i sound. (the schwa). Sounds of letters should be practised every day. Most of the sounds are quiet and should be taught that way.

49. What Does Research Say About Phonemic Awareness Instruction? • Phonemic awareness can be taught and learned. • Phonemic awareness instruction helps children learn to read. • Phonemic awareness instruction helps children learn to spell. • Phonemic awareness instruction is most effective when children are taught to manipulate phonemes by using the letters of the alphabet. • Phonemic awareness instruction is most effective when it focuses on only one or two types of phoneme manipulation, rather than several types. Source: Put Reading First

50. Understanding the Prerequisites to Successful Phonics Instruction “Research indicates that phonemic awareness is the best predictor of the ease of early reading acquisition, better even than IQ, vocabulary, and listening comprehension.” (Stanovich, 1993-94)