P1 Literacy Workshop
Miss Newman and Mrs Cleland
Overview
• Phonological Awareness
• Reading in the Early Years
• Writing in the Early Years
• Early Intervention at Low Port
• Literacy at Home
Name Game
Think of an object which starts with the same sound as
your name…
Tell the person next to you…
e.g. Kate- Kangaroo
Literacy everywhere!
• Receipts, shopping
lists
• Charts, maps, graphs
• Timetables, adverts
• Comics, newspapers,
magazines
• Letters, emails
• Games, TV
programmes
• Labels signs, posters
•
•
•
•
•
•
•
•
•
•
•
Recipes, instructions
Reports, text messages
Web pages
Catalogues, directories
Menus
Tickets
Diaries
Badges
Adverts
Cards
Invitations
Complex Language
Think of a word with the ‘sh’ sound
ship
sure
passion
chef
ocean
special
station
Phonological Awareness
Phonological Awareness is the ability to
attend to the sounds of language rather
than focusing upon the meaning of
language.
It is the strongest predictor of later
success in reading and spelling.
Key elements of
phonological awareness
*Key Elements for early phonological awareness
Matching
p
a
s
t
a
a
t
p
s
p
*Key Elements for early phonological awareness
Blending
Blending and word building
starts almost immediately
Segmenting
Hearing individual sounds
dog
d-o-g
First (initial) middle and last (final)
sounds
*Key Elements for early phonological awareness
Substituting h-at
b-at
m-at
Deleting hat ------ at
bat----------ba
*Key Elements for early phonological awareness
Phonemes:
Phonemic Awareness:
• The awareness of the speech sound
units
• The ability to identify and manipulate
speech sounds
e.g. fish - 3 phonemes f i sh
Phonics
• The relationship between sounds and symbols (letters)
• We are teaching the sound not the letter name
• PURE Sound and corresponding action
• Resources: Literacy Rich Edinburgh, Jolly phonics actions
• Formation of letter
•
Identify words that begin with that sound or contain the sound
• Phonics homework for reinforcement : sounds/words sent home
•
•
•
•
•
•
•
•
•
•
•
Activities
Multi-sensory AUDITORY-KINAESTHETIC-VISUAL learners
Magnet boards and letters
Painting – brush, fingers, hands
Flour trays
Feely bag – guess the sound.
Buttons, pasta, lentils
Play dough.
Sound Search
Snap and pairs games
Bingo
SMARTboard writing/games
*Key Elements for early phonological
awareness
Rhyme
• Songs and rhymes for young children are fun, children love them, and they provide a warm,
nurturing experience.
• Reciting simple nursery rhymes and singing songs with children have enormous
educational value.
“Experts in literacy and child development have discovered that if children know eight nursery
rhymes by heart by the time they’re four years old, they’re usually among the best readers by
the time they’re eight.” [Fox, M. (2001). Reading Magic. San Diego, CA: Harcourt.]
*Key Elements for early phonological awareness
Syllables
caravan
car - a - van
Reading in the
Early Years
The dimensions of learning to read
Guided Reading
• Instructional approach
• Small groups with similar reading behaviours
• Opportunities for challenge, problem solving and developing
fluency
• Develops strategies to tackle unfamiliar vocabulary
• Increases children reading confidence and decoding skills
• Introduces children to format of books
• Provides opportunities to predict stories, consider
character-plot- setting, share thoughts and opinions
• Resources: Oxford Reading Tree, Rigby Star, Jelly and Bean,
Floppy’s Phonics
Sight Vocabulary
• Tricky words that children have to learn
• Complexity of our language
• Sent home to practise through games (e.g. matching)
• Block 1 words: I the to he me is
his put want saw no
Please send in a small named tub for tricky words
Writing in the Early Years
Young children need:
•
•
•
•
•
•
•
•
•
an inviting and engaging environment
a real purpose for writing (e.g. shopping list, invitations)
ownership of their writing
to be able to choose what to write about
to have their attempts valued whatever their stage of
development
to have experiences which link writing with talking and
reading
to see adults modelling writing
opportunities to write in collaboration with others.
to be encouraged to HAVE A GO!!
Foundations of writing
Use of drawing stories to develop writing skills:
 develops fine motor skills
 drawings improve as detail is added
 children ‘read’ their drawings
 more detail in a drawing demonstrates a better
ability to form letters and thus improve handwriting.
 These drawings are a great way to plan writing
Early Intervention
Early identification and intervention
Systematic observation in first term of P1
•
speech and language difficulties
•
PIPS standardised assessment
•
teacher’s professional judgement
Discussion with parents
Literacy at home
• Read for enjoyment- lots of storytelling and rhymes
• Write for enjoyment- with real purpose (phonetic)
• Experience of the language through listening and
talking
• Practise sight vocabulary
• Sounds
Have fun 
Useful Websites
• http://www.oxfordowl.co.uk/forhome
• www.phonicsplay.com
• http://www.ictgames.com/literacy
.html
Thank you for
listening 