1. Aim: To explain how literacy is taught in Key Stage One
Reading and Writing at
Aim:
To explain how literacy is taught in Key Stage One
The aim is to give you an idea of how we develop your children’s reading and writing skills in school and to confirm things that can be done at home to support your children.
Welcome

2. Reading and Writing at Our message 
Reading starts before school – children begin to notice print around them and they learn to make sense of it – because it’s in context. How many of your children could read this before they learnt phonics at Lavender. We build on this making sense of print in a number of ways – and one of the ways is to help children decode the print by teaching phonics.

3. Reading and Writing at Some Y1 words! grapheme phoneme digraph
split digraph
trigraph
blending
Lot of jargon and particular vocabulary around phonics. Your Y1 and Y2 children will be using these words at school (possibly at home too) Useful to run through what they mean (Glossary in pack)
segmenting
tricky words

4. Reading and Writing at Letters and Sounds 15-20 minutes every day
Review
Teach
Practise
Apply
YEAR 1
Revise Phase 3
Phase 4
Phase 5
The scheme we use is Letters and Sounds (Govt) It’s split into 6 phases starting with phase 1 which is recognising and playing with sounds. In Phases 2 and 3 children learn key sounds and tricky words. In phase 4 they learn to blend consonants together such as pl tr (they find this quite tricky when spelling). Phase 5 is when they learn some of the different ways to make the same sound or the different sounds that the same letters make! Although that sounds tricky, they get quite excited about it. Ay pay, ai pain, eigh eight, a-e gate, ey they. The lesson takes this format
Search ‘letters and sounds document’

5. One-to-one with the class teacher or a known adult.
Reading and Writing at
Y1 Screening Check
top
pom
stair
bear
cloak
throne
klimp
One-to-one with the class teacher or a known adult.
Children will be assessed using the new phonics screening check. The final format hasn’t been released yet but the trial contained 40 words for children to read. Some from each of the phases up to phase 5. Half real half non-words. If the children struggle with this assessment, more support will be put into place in Y2. It’s not really different to how we assess now, which is 1 to 1 using the phonics passport which is a selection of tricky words and phonemes from each of the phases. We also assess as the children are reading and through their writing.

6. Flash cards or sound mats Magnetic letters/scrabble letters Playdough
Helping with Phonics
Flash cards or sound mats
Magnetic letters/scrabble letters
Playdough
Spot graphemes
Lots of things you can do to help children learn the sounds.

7. Part of the Literacy Unit of Work Reading in other curriculum areas
Reading and Writing at
Guided Reading
Part of the Literacy Unit of Work
Reading in other curriculum areas
ECAR, BRP and other support
Clearly phonic decoding is very important but we also have to develop other reading strategies and other reading skills such as basic comprehension, inference (reading between the lines to understand characters actions and motives) predicting what will come next, understanding how to find information in non-fiction texts (using indexes, glossaries, contents pages, headings and so on) and to do that, we engage the children in as much reading as possible. Each child will read at least once with the class teacher during a planned guided reading session. The children will explore different types of text within the literacy lesson = they’ll engage in book talk analysing and discussing why authors have used certain words or features. What they like about stories or poems and this all helps them to become writers – which we’ll come to. Some children may need a little extra help and we have some wonderful programmes such as Reading Recovery or Better Reading Partners led by Natalie who’ll be speaking in a minute. Then, of course, one of the most important things to develop is a LOVE of reading and a keenness to read. We aim to nurture that by ensuring that the children hear at least one brilliant story a day. Story time is a passion of mine and for a child to hear a wonderful story read to them – to be totally engaged and gripped in a story – that’s where that desire to do that for themselves can be truly fostered. Now that’s reading at school and Natalie is just going to run through some of the strategies you can use at home when reading with your children.
Story time

8. Banded Home Reading Books
Reading and Writing at
Banded Home Reading Books
Lilac
Pink
Red
Yellow
Blue
Green
Orange
Turquoise
Purple
Gold
White
Lime

9. Reading and Writing at Library Books Picture Books Chapter Books
Dual Language
Fiction
Non-Fiction
Poetry

10. HAPPY READING Reading and Writing at The right mood Discuss the book
(pictures/blurb/front cover)
Use gentle prompts
(does it look/sound right/make sense?)
Make it enjoyable
Make it real
Ask questions to encourage prediction
and comprehension. Model

12. Nelson Handwriting Scheme
Reading and Writing at
Tricky words – Y1
Handwriting
Nelson Handwriting Scheme
We’re going to quickly look at writing now. We’ve talked a lot about phonics and obviously phonics is as important for spelling as it is for reading. You can support in much the same way as you do with phonics, by using magnetic letters, phoneme mats, flash cards to find the correct grapheme to use. Help your child to segment the word using phoneme fingers (GIVE AN EXAMPLE) but be careful with tricky words. They can’t always be sounded out and the children need to just learn the letter names to spell them.
Another clearly important surface skill is that of letter formation and we encourage children to use the Nelson handwriting script. A card in your pack. There’s also a whiteboard pen for practice. I’ve included print and joined because we’d like the children to join their letters as soon as they are ready. Forming correctly and learnt the join! If they start and finish in the wrong place their joining will be wrong and they’ll get into bad habits. Any questions ask class teacher. JOINING helps spelling.

13. Reading and Writing at Sentences Punctuation Style (genre) Composition
READING REALLY HELPS!!!
TALK for Writing
Big Writing
Just like in reading, there’s far more to writing than just the surface skills of spelling and handwriting. We want to develop competence in writing complete sentences, using punctuation, using the right style and sort of vocabulary for different types of writing (story language form

14. HAPPY WRITING Reading and Writing at in the right mood
gentle encouragement to sound out
or remember tricky word
make it enjoyable (write together, use magnetic letters, corn-flour, chalk, etc.
make it real (let them see you write too)
help it make sense: TALK FOR WRITING