Literacy Workshop

1. Literacy Workshop Welcome We will be looking at: Handwriting Spelling Letters and Sounds Reading

2. Sentence Level Activity Imagine a world without punctuation! Can you put the sentences below in the correct order? • a Cinderella time Once upon girl was there a called. • _________________________________________________________ • her She stepsisters lived with . • _________________________________________________________ • bossy They were very. • _________________________________________________________ • an invitation One ball day to the to the came family. • _________________________________________________________ • Her her stepsisters not would let go. • _________________________________________________________ • helped The Fairy came to get and her to Godmother the ball. • _________________________________________________________ • danced with Cinderella prince the. • _________________________________________________________ • 12 rang bell The when it was o’clock. Punctuation is used in all aspects of Literacy. Imagine how many things your child needs to think about when reading and composing their writing! How did you sort it out? What techniques did you use?

3. Reading We recommend that children read to an adult daily where possible at home. Ideas on how to do this: • Take it in turns to read to each other • Let the children see you reading the paper, a magazine, book etc. If they see you do it they are more likely to do it themselves! • Be aware that some books sent home will be familiar to the children so that they can practice their reading skills • Question the children as they read • Make predictions, draw pictures from descriptions, ask about the author’s intent • Discuss the choice of vocabulary • Follow the guided reading focus as a guide at home

4. Hints for reading • Encourage your child to point to each word as they read • Sounding out, identifying blends eg ch-ur-ch not c-h-u-r-c-h or sh-o-p not s-h-o-p • Try to identify repeated words-your child should not be sounding out words they have read before. If they are they have not read for meaning and are not ready for a new book. Encourage them to re-read the sentence again until they do not need to sound out the words. • Just read 2/3 pages a night then your child will not get bored! The next time you read you can then recap what has been read already and also remind them of repeated or high frequency words they will see again.

5. Questions to ask • Recall Questions- Who?, What?, Why?, When?, How? • Comprehension Questions- What is happening here? Where in the story does it describe the setting? Who is telling the story? • Analytical Questions- I wonder why…?, Has the author used adjectives to make the character…?, Can you explain why…? • Evaluation Questions- Is it as good as…?, Could it be better, how?, What is similar/ different than…?

6. Benchmarking During guided reading sessions the class teacher will decide whether a child has made sufficient progress to be assessed for the next reading band. • Unseen text and the teacher has a script to annotate as the child reads. • Followed by a series of questions about the story and an inference question. • The child has to be able to answer these questions to move onto the next level.

7. Letters and Sounds • Letters and Sounds is a phonics resource published by the Department for Education and Skills • Aims to build children's speaking and listening skills in their own right as well as to prepare children for learning to read and write by developing their phonic knowledge and skills. • Consists of 6 specific phases • Aim of children becoming fluent readers and writers by the end of the programme. • Taught daily by all teachers and TAs from EYFS, Y1 and Y2 in 20 minute sessions and in mixed age groups. • Detailed and systematic lessons , targeted at groups of children working at the same ability leveI

8. Match the Digraph… • On the table in front of you is an object or picture, the name of which contains a particular digraph, e.g. ‘ai’ as in ‘train’. • Can you find the matching grapheme on your table? E.g. ‘train’ and ‘grain’. Who has 3 matching digraphs? • P.S. A ‘Digraph’ is a combination of two letters used to represent a single speech sound such as sh in ‘shout ‘

9. Spelling How best to support your child with their spellings at home: • Look, cover, write and check • Put the words into context • Complete the word activities set weekly • Segment and blend sounds • High frequency words

10. Handwriting Key points to remember • The school follows the Read, Write, Ink Handwriting Scheme • Think about where each letter starts • Capital letters stand alone • Keep the writing consistent • Think about pencil grip (we use the term froggy feet) • In Year 2 children will be introduced to use cursive handwriting ______________________________________________ ______________________________________________ ______________________________________________

11. Writing • Writing is a whole school priority • Children have clear targets in their books • Children are aware of their next steps • Encourage ALL forms of writing at home • Use sentence mobile • Use two finger check

12. Questions