Transcript Reading and Writing Year 1 & 2
READING AND WRITING YEAR 1 & 2 Supporting you in supporting your children.
How we can support you.
HOME-SCHOOL BALANCE
Family Time In Class Play Travel Time asleep School teaches the skills. It is out-of school that children need to practise those skills, to learn to master them.
Reading with your child is vital. Research shows that it's the single most important thing you can do to help your child's education. It's best to read little and often, so put aside some time for it every day.
Fiction Year 1 – Stories with familiar settings; Stories with patterned languauge; Traditional and Fairy Tales; Stories from a range of cultures; Stories about Fantasy Worlds.
Year 2 – Stories with familiar settings; Traditional stories; Different Stories by the same author; Author Studies carried out throughout the year.
Non-Fiction Year 1 – Labels, lists and captions; Instructions; Recounts and Dictionaries; Information Texts; Recounts (fact and fiction).
Year 1 – Instructions; Explanations; Information Texts; Non-Chronological Reports.
Poetry Taught weekly throughout the year.
Phonics – Spelling – Grammar – Handwriting Reading – Writing – Speaking – Listening – Drama
Whole Language Experience
THE ‘DO’S FOR SUCCESSFUL READING AT HOME
Preparing
The Right Place The Right Time The Right Manner Praise Pause Probe
Question your child throughout the reading experience
e.g.
Closed:
Who is the author of the text?
Open: Which is your favourite part of the story? Why?
Literal: What was the problem in the story?
Higher Order: How would you have felt in the same situation?
THE ‘DON’T’S FOR SUCCESSFUL READING AT HOME
Comparisons Anxiety Covering the pictures Belief: “If it’s not hurting, it’s not working!” Reading at the emergent stage should be easy (95% - 100% accuracy) and at the early to fluent stage it should be instructional/easy (90%-100% accuracy). Obsession with reading level Fluent readers don’t always need harder books, they need deeper understanding.
The teacher may drop the level due to a change of genre, focus or theme, NOT because your child has regressed. It is quite normal that children may need to repeat some books to ensure reinforcement and no gaps in their learning. Everyone rereads books and it is a really positive thing.
WHAT SHOULD MY CHILD BE READING?
Easy and instructional reading allows the child to; • succeed.
• • practise reading clearly and with expression.
develop comprehension skills and extend their learning beyond the text.
Books need to be age and interest appropriate Children with English as an additional language Story tapes/ CDs are invaluable for providing a model for spoken English. Use them in the car and at bed-time (good for all when parents are tired!)
THE POEM BOOK SCHEME AT ST. JOSEPH’S
Our poem scheme is a vital part of our reading programme. It offers challenges for all stages of readers. Please refer to our rationale in the handout.
You can help at home by…
• Establishing a routine when the poem book is shared.
• Encouraging your child to internalise the meaning by colouring, drawing or decorating with relevant pictures • . Letting your child be the teacher! • Giving your child a pointer.
• Reading together to practise expressive, “talking” voices and develop an appreciation for rhythm!
• Sharing at least two other poems!
• Asking your child if they can find the sound of the week.
At St. Joseph’s we are committed to teaching a literacy curriculum which is a whole language experience, where phonics plays a vital but not exclusive part of reading. The Year 1 children will take part in the National Phonics Test in June 2014. We will value the results in order to monitor progress and fine tune our teaching. When your child is ready they will be given a Phonic/Spelling folder which we encourage you to revisit regularly. Beginning in Year 1, and throughout Year 2, the children will have weekly spellings which relate to the phonics and poem being taught that week.
BIG WRITING
Big Writing was developed by Ros Wilson, a former teacher and Ofsted Inspector.
It focuses on developing the “writing voice” through fast, fun, lively and predominantly oral activities. It is based on the idea that...
“If a child can say it, a child can write it!”
TALK HOMEWORK
Talk Homework is given the day before Big Writing. It is a chance to: • Think through and discuss ideas for writing.
• Engage in discussion rather than functional talk.
• Practise new words and language structures that the child is learning.
“If a child can say it, a child can write it!”
VCOP
V Vocabulary (wow words) C Connectives (making writing cohesive) O Openers (starting sentences in different ways) P Punctuation
PROGRESSION IN WRITING
The dog is big. The dog likes a bone. The dog can bark. I like the dog.
My dog is big and brown and very scruffy. He likes to eat bones but he likes sausages best. My dog can bark loudly and he can run very fast. I like my cat and my dog but I like my dog best.
I have two pets, a dog, and a cat. I like them both but I like my dog best! He is large, rusty brown and very scruffy. Have you seen him? He looks very funny. My dog likes eating bones and biscuits, but best of all he likes eating sausages. When my dog barks it is so loud that I cover my ears. Also my dog runs very fast.
People often ask me about my pets and although I have two, I have to say I like my dog best. That large, rusty brown ragamuffin looks so very amusing that he makes me laugh. Have you seen him? He mainly dines on biscuits and bones, however he prefers meat and he enjoys sausages most of all. When my scruffy, old friend barks it is as loud as Concorde, crashing through the sound barrier. We all have to cover our ears for protection.
HELPING WITH WRITING AT HOME
Whenever your child writes, encourage them to think about VCOP.
Ensure that Talk Homework is carried out thoroughly and in a positive way.
Encourage your child to write at home: Thank you letters.
Keep a diary.
Shopping lists.
Postcards.
Emails to friends and relatives.