Parents’ Literacy Workshop Years 2 & 3: Phase B

1. Parents’ Literacy WorkshopYears 2 & 3: Phase B • Please can you: • Sign the register at the front of the hall • Collect a copy of each of the handouts (in separate piles) • Collect a pencil and blank paper for notes • Collect a feedback form, to hand in at the end of the session Emma Madden Literacy Leader / Deputy Head

2. Parents’ Literacy WorkshopYears 2 & 3: Phase B Emma Madden Literacy Leader / Deputy Head

3. What will we cover today? • Phonics and early reading • Ideas for tricky words and spellings • The timetable • Guided reading and home reading • Text types • Sentence structure and punctuation • How to support your child at home • Any questions

4. Simple view of reading Knowledge of Context and Grammatical Awareness Phonics and Word Recognition

5. Phonics is … Knowledge of the Alphabetic code Skills of segmentation and blending + = Phonics

6. The sounds of spoken English(the alphabetic code) • 44 sounds or ‘phonemes’ • 19 – vowel sounds • 25 – consonant sounds • Phoneme – smallest unit of sound in a word

8. How many phonemes are there in the following words?

9. Don’t correct your child, if they have spelt a work phonetically Help them to choose the best phonetic spelling OR Remind them about tricky words

10. Making the best guess

11. Making the best guess

12. Tricky words high frequency words = Most frequently used words in English language. Mostly phonetically plausible – green words tricky (red) words = High frequency words which are not phonetically plausible – red words

13. Weekly Spellings • Phonics + key/tricky words • Topic Words Practise other words with key sounds

14. Ideas for ‘tricky words’ / spellings • Whilst out and about go ‘word spotting’ • Play dominoes or pairs or snap with words • Count how many times you can find a particular word in a reading book • Practise magic spelling (split the words into chunks and give each chunk a colour) successful successful

15. The Timetable

16. Guided Reading / Home Reading Small groups High quality texts Strategy focus: Phonics and comprehension Daily At an appropriate level Focus: Phonics and Comprehension

17. Ideas for reading • Before reading the book • Have your child look at the cover and predict what they think the story is going to be about • Discuss what type of book it is… non-fiction etc • 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). Has your child read any other books by the same author? In the same series? Did they enjoy them? • 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…

18. Ideas for reading • During the book • Ask your child many questions about the characters in the book as you read the story • Take turns to read – your child / then you • 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/tricky words they have learnt • Discuss the meaning of any unusual words

19. 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. Always go back and read the sentence again!

20. Ideas for reading • After the book • Look back at any key parts of what you have read, discuss any exciting events/interesting words or phrases used by the author. • If relevant, discuss the layout of the text. Predict what may happen next… • Talk about what your child is enjoying about the story… (REFLECT).

21. Text Types and Success Criteria • Narrative • Play script • Poetry • Non-chronological Report • Recount • Instructions

22. Narrative

23. Visual Literacy What is Visual Literacy? o Using film or moving image as a starting point for writing o Creating routes into writing o Developing vocabulary o Promoting speaking and listening activities o Excellence and Enjoyment Outcomes of research Children have: o Better perceptions of themselves as writers o Increased ability to sustain focus o Improved standards in writing

27. Non-Chronological Report

28. Instructions

30. Sentence Structure Simple Sentence 1 clause (idea) = 1 subject and 1 verb (verb chain) I went to the shop. Harry kicked the big ball. Compound Sentence 2 (or more) equally weighted clauses linked with a co-ordinating conjunction (and, or, but) I like eating meat but I also like eating vegetables. He went to the shop and he looked at the different toys. Complex sentence – Year 2 using because 2 (or more) clauses linked with a subordinating conjunction = 1 main clause + 1 subordinate clause When I went to the shop, I looked at the toys. I ate a sandwich, because I was hungry.

31. Punctuation • C and . • , in lists • , between adjectives • ! and ? and … • , in complex sentences • “and” Say the sentence. Write the sentence. Read the sentence.

32. Handwriting

33. Please……………….. • Continue to and above all things give your child real, valuable and exciting experiences • Read to your children as often as you can, using intonation and expression. • Read with your children and talk to them about the books you share. • Sing with your children. • Be interested in language and words – have an interesting word place at home. • Encourage your child to spell phonetically – don’t correct it if it is incorrect! But help them learn their spelling homework…