Early Literacy

We Learn By..  Interactive and practical tasks.  Taking responsibility for our own learning.  Making choices.  Working in pairs/groups.  Being able to explain what we have learnt.  Evaluate our own learning and know how to move on.

Learning to communicate

Speaking and listening The development and use of communication and language are at the heart of young children's learning.

Why Talk?  When children have opportunities to put their thoughts into words they are able to make their ideas clearer to themselves.  Explaining and presenting ideas clarifies their own thinking.

Sharing a book 10 minutes a day has a great impact on reading skills

Home Readers  Children take home books at their reading level.  They should feel confident when reading these books.  This supports their fluency and understanding of the text.  At school the children read weekly at a more challenging level.

PHONICS

Government Initiative Letters and Sounds Children take part in a 20 minute daily phonic session

PHASE 1 Learning to read begins in nursery where children are encouraged to listen carefully and distinguish sounds.

Phase 2 In Reception children are first taught 19 letters (grapheme) of the alphabet and the sounds (phoneme) they represent. They also learn some two letter graphemes e.g. ck, ll, ff, ss.

Phase 2 The letters are introduced in a specific order. They begin with these six.

PHASE 3 The children are taught a further 25 graphemes mostly of two or more letters By the end of this phase they will know one representation for 42 phonemes The children are encouraged to write two letter graphemes as a joined unit.

What caption can we write?

PHASE 4 In Phase 4, children are taught to read and spell words with adjacent consonants, e.g. nd, st, ch, scr They may be at the beginning and/or end of a word, e.g. band, stop, scrunch.

PHASE 5 Phase 5 continues throughout Year 1. Children are taught one new phoneme, zh as is vision and leisure. They are introduced to a further 19 graphemes of 2 or more letters, mostly vowel diagraphs. They learn that the same grapheme can be pronounced in different ways e.g. ow in grow and down. And that the same sound can be represented in different ways e.g. tree/leaf

PHASE 6 By phase 6 the majority of the children should be able to read aloud and silently for pleasure and information. This phase, in the second half of Year 2, focuses on spelling development. The children are introduced to spelling patterns e.g. past tense verbs, suffixes and prefixes syllables and compound words.

 Books to support Y1 phonics will be on sale for £3.00 at the end of the meeting.