Year 1
Parents’ Literacy Workshop
Please write on a post-it note any specific
difficulties you have reading with your child.
What are your memories of
learning how to read and write?
If parents engage with their children's
education, the attainment of the child will
increase by 15% no matter what the
social background of the family. Professor Charles Desforges
What will we cover?
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Timetable
Text types
Early reading and phonics
Ideas for spelling ‘tricky words’
Year 1 phonics programme
Ideas for reading
– Before
– During
– After
• How to help your child read a word
• Other ideas
• Questions.
When do we teach it?
Early reading and writing development.
‘The simple view of reading’ – Jim Rose
Phonics is …
Phonics
=
Knowledge of the
Alphabetic code
+
Skills of segmentation
and blending
“..the more words children know and
understand before they start on a
systematic programme of phonic work the
better they are to succeed......a broad and
rich language experience for children ..is
the hallmark of good early years practice.”
The Rose Review
Term
Meaning
Examples
Phoneme
The smallest unit of sound that you can hear
within a word. The word phoneme refers to
the sound , NOT the letter(s) which represent
the sound in writing.
c/a/t = 3 phonemes
th/e/n = 3 phonemes
ch/air = 2 phonemes
s/t/r/aigh/t = 5 phonemes
ough/t = 2 phonemes
Grapheme
The letters used to represent a phoneme
f – fat, enough, telephone
ae – pain, hay, weight
Blend
To list the phonemes within a word and put
together quickly to form the word. (Taught as
a strategy for reading unknown words.)
Segment
To split a word into its separate phonemes,
as an aid to spelling.
The sounds of spoken English
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44 sounds or ‘phonemes’
19 – vowel sounds
25 – consonant sounds
Phoneme – smallest unit of sound in a
word
How many phonemes are there in
the following words?
stop
scream
shower
speaking
birdsong
fish
high
mate
Tricky words
High Frequency Words :
• Decodable / GREEN words:
Most frequently used words in English
language. Mostly phonetically
plausible.
• Tricky / RED words :
High frequency words which are not
phonetically plausible.
Teaching sequence for tricky and decodable
words
Reading and spelling strategies for
‘tricky words’
• Whilst out and about spot words and practise verbal
spellings
• Play guess the word – write a tricky word on child’s
back/hand with your finger
• Play dominoes or pairs or snap with words
• Count how many times you can find a particular word in
a reading book
• Writing small to large – motor memory
• Say the letters – letter names ‘G,O spells GO’ - auditory
memory
• Say the word how it’s spelt - ‘Watt-er’
• Use magnetic letters, e.g. give children letters ‘t’, ‘h’, ‘e’,
‘i’ and ‘n’ – ask them to spell ‘the’
Phase 3, 4 and 5
• Phase 3: learning the first spelling of long
vowel sounds ‘day, stay, light, night, blow’
• Phase 4: revising all the sounds and
graphemes taught, practising adjacent
consonants and polysyllabic ‘stamp, brush,
drink, shampoo, fireman’
• Phase 5: learning 2nd, 3rd and alternative
spellings of long vowels sounds ‘make, wait,
pie, bike, fly’
Progression of
phonemes taught
Complex Grapheme Chart
How many ways can you spell the ay sound?
Developing Reading.
What are we trying to achieve?
The aim is to produce enthusiastic
and independent readers.
Before reading
– Have your child look at the cover and predict
what they think the story is going to be about
– Have your child decide whether the book is a
story (fiction) book or a real (non-fiction) book
– Point out the name of the book (title), the person
who wrote the book (author) and the person who
drew the pictures for the book (illustrator)
– Have your child look for the blurb, read it to your
child
– Do a picture walk through the book and let your
child tell you what they think the book is about
Reading strategies
How to help your child read a word
• Which letter phonemes do you recognise? Can you blend them
together?
• Does the word make sense? Read the sentence again to
check.
• Is there another word that would make sense?
• Is it a word you know?
• Have you read the word before? Is it on another page?
• Are there any bits of the word you recognise?
• Miss out the word, say ‘mmmm’, finish the sentence. Then go
back and work out what the word was.
• In a rhyming book, think of a word that rhymes.
• Use the first 1 or 2 sounds with another strategy
Always go back and read the sentence again!
Always use your own parental judgement. If your
child is tired or feeling unconfident, shift the balance of
reading more towards you...
During reading
– Ask your child many questions about the
characters in the book as you read the
story
– Have your child use his/her finger to follow
the direction of the text (top to bottom, left
to right)
– Have your child look at the sentences and
see if he/she can identify any of the sounds
in the words or any of the HF words they
have learnt
After reading
– Discuss with your child what they
liked/disliked about the story
– Can your child think of another title for the
book and why?
– Did the story have a sad or happy ending?
Can your child think of a different ending
for the story?
– Can your child think of another character
which he/she might want to add to the
story and why?
Celebrate success!
You can always come and speak to your class
teacher about your child’s Literacy progress.
If you have any questions, you can email:
[email protected]
[email protected]
What books do your children
enjoy?
Julia Donaldson
Poppy Catt
Colin McNaughton
Allan Alhberg
Eric Carle
Dr Seuss series
Mr Men
• Library
• Book people – www.bookpeople.co.uk
• Audio books
Other workshops
Year 1 handwriting workshop
Thursday 19th November 2015 – 9am
Making Sentences
• Ask them what they want to write.
• Make it into a sentence, e.g. “I saw the roller coaster at the
park.”
• Say the sentence 2 or 3 times.
• Count the words of the sentence on your fingers.
• What was the first word? Do you know how to spell it. Write
the first word.
• Read the word they wrote. Say the whole sentence again
counting the words. Which word do we have to write next?
• Do you know how to spell that word? Stretch the word (say it
slowly). What does it begin with? What else can you hear?
• Write the letters that match the sounds they can hear in the
word.
• Read the sentence so far. What is the next word?
• Keep repeating the above steps until they have finished the
sentence.
• Tell them they are wonderful!