Teaching literacy

Teaching literacy

• 1.
  Teaching Literacy PART 1 Anne Sloan February 2010 TDS, MAG Al Taqadom, Al Shamkha
• 2.
  What is Reading? Reading is an active process of getting meaning from print ‘Julie Bowtell University Hertfordshire’
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  How do welearn to read? There are two aspects of reading:  Decodingand word recognition.  Comprehension Both are important in developing children’s literacy skills.
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  Objectives  To explain the principles behind the Jolly Phonics programme  To provide an opportunity for teachers to seek clarification about the programme  To demonstrate the use of some of the Jolly Phonics material
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  Teaching Phonics Recent researchshows that a synthetic approach to phonics is more successful in teaching children how to read than an analytic approach. What’s the difference? Analytic phonics Synthetic phonics starts at whole word level letter sounds taught very during or after reading rapidly books introduced emphasis on blending often, one letter per week sounds initial sounds first usually, before reading scheme introduced
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  Jolly Phonics by Sue Lloyd 1. Learning the letter sounds 2. Learning letter formation 3. Blending 4. Identifying sounds in words 5. Tricky words
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  1. the LetterSounds There are 42 letter sounds which are taught in the following order:  satipn  ck e h r m d  goulfb  ai j oa ie ee or  z w ng v oo oo  y x ch sh th th  qu ou oi ue er ar
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  A multi-sensory methodis used:  A storyline – story book teacher’s song/rhyme book and CD.  Action – children associate an action with each sound to help them remember it, e.g., a s  Sound sheets - visual a s
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  2. Letter formation Pencilhold  Forming letters in the air  Trace over dotted letters  Feeling letters (finger phonics)  Write each letter  Joining tails
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  3. Blending Children needto be taught how to blend sounds together: 1. Letters sounded out by teacher ‘d-o-g’ ‘s-u-n’ ‘m-ou-s’ 2. Letters sounded out by children 3. Blending words with consonant blends and digraphs 26:00
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  4. Identifying soundsin words It is essential that children are taught to hear the individual sounds in words: 1. Listen and say if they can hear the sound ‘s’ in the words ‘sun’ ‘mouse’ ‘dog’. 2. Children say the sounds they hear and hold fingers up for each sound, for example, ‘hat’ - ‘h-a-t’ -3 fingers ‘ship’ - ‘sh-i-p’ - 3 fingers 3. Dictate words for children to practice writing. 25:10
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  5. Tricky words Trickywords are those that cannot be worked out be blending:  Look (identify the irregularity and say the letter names), Cover, Write and Check.  Say it as it sounds  Mnemonics
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  6. Practice Everyday Everydaya little work on each skill is needed:  Work through flashcards of letter sounds.  Develop ability to write fluently and neatly: - correct formation of capital and small letters - Dictation of words and sentences.  Develop reading fluency and comprehension: - reading individually to a parent - group/guided reading - develop wider vocabulary and meaning of words.  Develop writing skills: - write sentences to pictures - write news independently - write simple stories that have been told by the teacher - create and write own stories - write up science and topic work - continue teaching tricky words
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  Activities from JollyPhonics  bingo  boardgames  arrow words  consonant blends  dominoes  missing sounds  CVC flipbook  sentence sticking  string joining Website: www.jollylearning.co.uk
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  The ‘a’ action
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  The ‘s’ action
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  The ‘a’ soundvisual
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  The ‘s’ soundvisual