Transcript ESF Educational Services Parent Workshops for parents with

ESF Educational Services
Parent Workshops
7:00 to 8:30 pm
Primary Preparation and Progression
Parents as Learning Partners
Primary Preparation and Progression
Parents as Learning Partners
Presenter
• Fiona Merrill, Consultant Early Years and Primary
Teacher
Primary Preparation and Progression
An Overview
• The basics - what a child needs to reach their
potential at school
• A balanced approach to literacy
• Stages in writing development
• Writing genres
• Supporting children with reading
• Supporting literacy at home
The basics
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Realise your child is an individual
Share important information with the teachers
Ensure your child gets enough sleep
http://www.nhs.uk/Livewell/Childrenssleep/Pages/how
muchsleep.aspx
Help your child learn to dress themselves and manage
their hygiene needs
Plan for healthy snacks, lunch and enough water to drink
After school activities – keep it balanced
Teach your child how to pack and unpack their bag and
tidy away their things
Celebrate success!
Help your child to develop a healthy self esteem.
Activities to help your child get ready
and organised at school
• Join the local library
• Practice packing and unpacking school bags and lunchbox
• Encourage independence in looking after belongings (water
and clothes)
• Support your child in developing their social skills.
• Let your child have enough free play time with other
children.
• Work on reflection
• Help your child understand that making mistakes is normal
and part of the learning process
All about your child
Guided Discussion…
Introduce yourself to the group then discuss
the following questions:
1. What do you think are the most important
skills a child should learn at primary school?
2. What would you like to learn from this
workshop?
3. What are your concerns regarding your child
and primary school?
A balanced approach to literacy
‘Language is fundamental to learning, thinking
and communicating, and permeates the whole
curriculum’ Making the PYP happen, IBO 2007
Children learn to read and write in many ways.
They need to be exposed to a variety of
experiences in order to develop reading and
writing ‘habits.’
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What will my child be doing at school to
develop their literacy skills?
Shared reading – the teacher will be reading to
the children. The main focus will be the
meaning of the text.
Discussion will occur regarding the text.
Guided reading – The children will take turns
reading a book at their level. The teacher will
listen to them. The main focus will be the
meaning of the text.
Discussion will occur regarding the text.
• Shared Writing – The teacher will model the writing
process to the class. Children make suggestions.
• The teacher will demonstrate how to choose and
sound out words as well as grammar and punctuation.
• Guided Writing – The teacher will work with small
groups of children helping them to write words or
sentences.
• The teacher will group children according to their
needs so children at the same stage of writing will be
grouped together.
• Phonics – Children learn to read and write the sounds
represented by letters.
Developing fluency as readers, writers, speakers
and listeners
• Children need a variety of experiences to develop
oral forms of language (speaking and listening)
and begin to explore and make use of written
forms (reading and writing.)
• Children need to see how to read and write
• Children will learn at their own pace. It is the
teachers job to meet the needs of the student.
• Children will vary in their development
depending on their age compared to other
children in their year group!!
The process of learning to read and write
• Reading and writing go hand in hand
• Reading related development starts in infancy For a
child to be a good reader they need a functional
knowledge of the cultures writing system (the English
alphabet system or Chinese characters for example.)
• This obviously takes time and children learn in different
ways.
• Some children will need phonics more than others to
read and write.
• Some children find it easy to learn words as they
appear without breaking them up/sounding them out
Meaningful literacy
• Literacy should always be meaningful
• This means children will read and write for a purpose
• Adults modeling how they read and write is the first
stepping stone and forms the first building block for
literacy
• Keep in mind, to be a good writer your child will need to
have fluent, rich spoken language
• Focus on developing spoken language, it is a building
block for reading and writing skills
Reading
Writing
Reading own name
Writing own name
Reading a road or shop sign
Writing numbers seen in the environment
Reading simple words in the environment
Writing a simple list
Phonetic awareness
• Phonetic awareness is ones awareness of the
sound structure of spoken words
• Developmentally phonics classes and teaching are
quite inappropriate until a child is at least 4
• Phonological awareness is an important
determiner of success in reading and learning to
spell.
• Phonics teaching requires children to know and
match letters or letter patterns with sounds, learn
the rules of spelling and use this information to
decode (read) and encode (write) words
What can I do at home to help phonetic
awareness?
• Play rhyming games with your child
• Point out print in the local environment. Look for letters and
words
• Play ‘I spy with my little eye’
• When writing, model how to sound out words, ‘stretching’
words for your child helps them to hear all the sounds
• Have a look for suitable games on the ipad/computer
• Learn the sounds of the letters yourself. Make sure your child
knows the difference between letter names and sounds
• Most importantly make playing with sounds and words FUN!!
Don’t push your child too hard to learn
Help is at hand …
• It can be hard to know the ‘correct’ sounds to
teach/support your child. This website can help:
• http://www.oxfordowl.co.uk/Question/Index/3#saysounds
• There are also some online books you can have your child
listen to and read. Lots of helpful tips on reading too:
• http://www.oxfordowl.co.uk/Reading
• Let’s have a look at how to teach spelling and sounds to
your child
Pronouncing letter sounds correctly
• These sounds are voiced, they are ‘loud’
sounds involving the voice box:
• a,e,i,o,u,b,d,j,g,l,m,n,q,r,u,v,w,y,z
• These sounds are unvoiced and ‘whispered’
not involving the voice box:
c,f,h,k,p,s,t,x
sh ch th ng ll ss zz ff
Practice time!
• With a friend practice sounding out the letters we just learnt
• Next, see if you can sound out the following words
• You are blending the sounds which is pushing the sounds
together
• Segmenting is when you try to stretch the word to listen to the
individual sounds
cat
lip
shop
song
drip
ten
fix
chill
quill
split
top
cup
ring
buzz
quiz
What skills are taught in reading and
writing and when are they taught?
Year One:
Sounds of the letters and phonemes( a-z, ch, sh, th, ll, ss, zz, ff, ng)
Reading then writing simple words using phonics skills (cat, hot, sit, tip, swot, crip, chip,
splot)
Short vowels and long vowels
Writing simple sentences using finger spaces in between words
Simple connectives (then, next, after)
Letter formation (lower case before upper)
Simple punctuation (full stop, question mark)
Possibly some spelling homework
Year Two: (including all of the above)
Simple phonics and more use of long vowels (long a,e,i,o,u)
More sight/tricky words (words that cannot be sounded out easily)
Progressively more sentences in writing
Use of adjectives (the green dog, a happy man, a good friend)
More time spend reading independently
Stages of writing
Level 1: Emerging/Scribble
This is the beginning level at which your where
the child mark makes. You may not yet be
able to tell what the picture is about,
Level 2: Pictorial
At this level, the child begins to draw a
somewhat recognizable picture and may talk
about it. He or she may also imitate writing.
Level 3: Pre-communicative
The child may now be printing his or her own name
or an occasional known word and may be writing
strings of letter-like forms or a series of random
letters. Sometimes he or she may attempt to read
the message back, but it may not be easily read.
Level 4: Semi-phonetic
At this level, the child begins to use some
letters to match sounds, often using one
beginning letter to write a word. He or she
usually writes from left to right but may
reverse some letters.
Level 5: Phonetic
Now the child writes most words using
beginning and ending consonant sounds and
spells some frequently used words
correctly. He or she may begin to add vowel
sounds, but they are often not the correct
ones. At this level, the child may begin to
leave spaces between words. It's getting
easier to read the child’s writing.
Level 6: Transitional
At this level, the child is writing words the
way they sound, representing most syllables
in words. He or she may sometimes be
adding an extra silent e at the end of a word
or doubling letters when they're not needed
while trying visually to remember how
spelling works. Now the child usually leaves
spaces between words and is spelling many
words correctly as he or she writes more
than one sentence.
Level 8: Traditional
Advanced writers use a rich, varied body of
written vocabulary. They may still use phonicsbased spelling for advanced words, but have
mastered the spelling of commonly used
words. At this level, your child uses quotation
marks, commas, and apostrophes correctly and
usually organizes writing into appropriate
paragraphs.
Where is your child at right now?
How can you help them take their
next developmental step in writing?
Guided Discussion…
• In your groups or in pairs discuss which stage of
writing your child is at. Why do you think they are at
that stage?
• Do you remember your child moving through any of
the other stages?
• How do you think you can support your child at the
level they are at and move them on?
How can you help your child?
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Model writing for your child – lists, journals, emails, storybooks
If your child is at the semi-phonetic stage or further on,
reviewing the letter sounds and word building would help
Continually model how to form simple sentences
Read simple books (readers) as well as storybooks
Create sentences with your child (I went to the park.) Cut the
words out and rearrange them together
Post high frequency words around the house
Have a sound/letter mat on hand, ask your child to refer to it
when they are unsure of how to write letters
Create a word bank with your child of words they use all the
time in their writing refer to it when they write
Writing genres
• Children need to know about all the reasons we
write in order to understand them and in the end
reproduce them
Some common genres:
Genre
Kinds of writing
Narrative
Storytelling
Procedural
List of actions or steps to do something
Explanatory
Explaining how something works or processes
Report
To organise and report factual information
Recount
The retelling or recounting of an event or experience
Persuasive
Presenting a logical argument from a particular point of view
Recount
• A recount is the retelling of an event or
experience
• Children should retell an event orally before
writing a recount
• You can create a recount book, documenting
your weekend adventures or holidays
• If your child is not yet ready to write a recount,
focus on oral recounts and model the writing for
them
when?
who?
what?
where?
Why?
Practicing a recount
Guided Discussion…
With a friend in your group:
• Using the recount clown recount one event
that happened recently
• Make sure you add interesting detail to your
recount
• Use the recount template
• Listen to your friends recount
Reading to you child
• Reading to your child is when you, the parent, are
doing the reading (just like in shared reading at
school.)
• This should continue for as long as possible
• Remember teachers still read to their classes in
Year 6 of primary school!
• Read at least two books to your child a day
• If you would prefer to read in mother tongue that
is fine too!
• Read a variety of fiction and non-fiction texts
Reading with your child
• This is the time you listen to your child reading (just like in guided
reading at school)
• The books read should be at your child’s reading level (or just
enough to extend them)
• Your child will need to use a variety of clues to read new words
(sounding out words, re-reading the sentence to see if it makes
sense, looking at the pictures)
• Ask your child to predict what the story/book will be about and
retell the story in their own words
• Make sure your child not only decodes new words but also
understands their meaning
• Make sure to ask lots of questions (what, where, why, when, how)
to develop your child’s comprehensions skills.
• If your child does not know a new word, encourage them to have a
go at sounding it out but if they can’t manage this tell them the
word.
Developing motor skills
• Motor skills – a learnt sequence of movements
that combine to produce smooth, efficient action
in order to master a particular task
• Age specific physical activity is important for
healthy brain development and healthy bodies
• Our body works as a whole system. Children who
use their bodies to full capacity will be better
learners
• We need to develop large and fine motor skills
Large motor development activities
• Obstacle course – focus on moving on all planes
• Make sure your child has a bike/scooter
• Take long walks, it builds up stamina and
endurance
• Ball play – kick, throw, roll, bounce
• Skipping
• Hopscotch
• Teach your child how to sit up straight, it
develops the core muscles
• Limit television time
Fine motor development activities
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Threading beads
Cutting with scissors
Play-dough (rolling, squashing, pinching)
Using tweezers to sort small objects
Lego and Duplo – any construction that fixes things
together
Tearing and scrunching paper
Hand movement rhymes and songs
Paper folding activities
Painting – use a variety of brushes, finger painting
Useful websites
• http://www.essortment.com/motor-skillschild-development-50784.html
• http://www.oxfordowl.co.uk/Question/Index/
3#saysounds
• http://www.oxfordowl.co.uk/Reading
• http://www.getreadingright.com.au/resources
/free-resources
Applications
• https://itunes.apple.com/gb/app/you-canread!/id581827775?mt=8
• https://itunes.apple.com/gb/app/receptionteacher/id501079053?mt=8
To sum up….
• All children learn to read and write at a different
pace
• Speaking and listening are building blocks for
writing and reading
• Writing needs to be meaningful and for a purpose
• Direct phonics teaching is an important element
of inter-grated literacy teaching
• It is important to read to your child as well as
with them
Handouts
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Recount template
Alphabet mat
Get reading right word list
Get reading right camera words
100 high frequency words
Writing checklist
WOW words
Q&A