Teaching literacy

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Teaching literacy

  1. 1. Teaching Literacy PART 1 Anne Sloan February 2010 TDS, MAG Al Taqadom, Al Shamkha
  2. 2. What is Reading? Reading is an active process of getting meaning from print ‘Julie Bowtell University Hertfordshire’
  3. 3. How do we learn to read?There are two aspects of reading: Decodingand word recognition. ComprehensionBoth are important in developing children’s literacy skills.
  4. 4. Objectives To explain the principles behind the Jolly Phonics programme To provide an opportunity for teachers to seek clarification about the programme To demonstrate the use of some of the Jolly Phonics material
  5. 5. Teaching PhonicsRecent research shows that a synthetic approach to phonics is more successful in teaching children how to read than an analytic approach.What’s the difference?Analytic phonics Synthetic phonicsstarts at whole word level letter sounds taught veryduring or after reading rapidlybooks introduced emphasis on blendingoften, one letter per week soundsinitial sounds first usually, before reading scheme introduced
  6. 6. Jolly Phonics by Sue Lloyd1. Learning the letter sounds2. Learning letter formation3. Blending4. Identifying sounds in words5. Tricky words
  7. 7. 1. the Letter SoundsThere are 42 letter sounds which are taught in the following order: satipn ck e h r m d goulfb ai j oa ie ee or z w ng v oo oo y x ch sh th th qu ou oi ue er ar
  8. 8. A multi-sensory method isused: A storyline – story book teacher’s song/rhyme book and CD. Action – children associate an action with each sound to help them remember it, e.g., a s Sound sheets - visual a s
  9. 9. 2. Letter formation Pencilhold Forming letters in the air Trace over dotted letters Feeling letters (finger phonics) Write each letter Joining tails
  10. 10. 3. BlendingChildren need to be taught how to blend sounds together:1. Letters sounded out by teacher ‘d-o-g’ ‘s-u-n’ ‘m-ou-s’2. Letters sounded out by children3. Blending words with consonant blends and digraphs 26:00
  11. 11. 4. Identifying sounds in wordsIt is essential that children are taught to hear the individual sounds in words:1. Listen and say if they can hear the sound ‘s’ in the words ‘sun’ ‘mouse’ ‘dog’.2. Children say the sounds they hear and hold fingers up for each sound, for example, ‘hat’ - ‘h-a-t’ -3 fingers ‘ship’ - ‘sh-i-p’ - 3 fingers3. Dictate words for children to practice writing. 25:10
  12. 12. 5. Tricky wordsTricky words are those that cannot be worked out be blending: Look (identify the irregularity and say the letter names), Cover, Write and Check. Say it as it sounds Mnemonics
  13. 13. 6. Practice EverydayEveryday a little work on each skill is needed: Work through flashcards of letter sounds. Develop ability to write fluently and neatly: - correct formation of capital and small letters - Dictation of words and sentences. Develop reading fluency and comprehension: - reading individually to a parent - group/guided reading - develop wider vocabulary and meaning of words. Develop writing skills: - write sentences to pictures - write news independently - write simple stories that have been told by the teacher - create and write own stories - write up science and topic work - continue teaching tricky words
  14. 14. Activities from Jolly Phonics bingo boardgames arrow words consonant blends dominoes missing sounds CVC flipbook sentence sticking string joiningWebsite: www.jollylearning.co.uk
  15. 15. The ‘a’ action
  16. 16. The ‘s’ action
  17. 17. The ‘a’ sound visual
  18. 18. The ‘s’ sound visual

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