More Related Content
What's hot
What's hot (20)
Similar to Literacy unit 10 wk 1
Similar to Literacy unit 10 wk 1 (20)
More from HCEfareham
More from HCEfareham (20)
Recently uploaded
Recently uploaded (20)
Literacy unit 10 wk 1
- 1. Unit 10: Supporting Children’s Literacy and Numeracy Development
- 2. Complete the knowledge grid considering what you already know about literacy and numeracy Learning aim A: Understand children’s literacy development Confident- l can implement this in my practice. Need to develop – l am able to implement this in my practice. Not aware of – was not aware of this and l need to implement this in my practice. The importance of speech and language and how they contribute to the development of literacy, to include how children: - make the link between spoken sounds and the written symbols - understand the meaning of words - recognise the structure of sentences. How children develop skills in reading and writing, including linking sounds and letters, making marks, recognising simple words and understanding simple sentences. The importance of phonemic awareness in learning to read as children will be able to recognise that words are made of individual speech sounds and be able to segment words into component sounds (phonemes), which is required before they can associate written symbols (graphemes) with sounds. Learning aim B: Understand how to support children’s literacy development Confident- l can implement this in my practice. Need to develop – so l am able to implement this in my practice. Not aware of – was not aware l needed to implement this in my practice. The need to encourage early reading development by providing frequent opportunities to engage babies and children in stories and rhymes, pointing out pictures and words linked to actions that carry meaning. How settings might plan and organise their provision to deliver the curriculum frameworks through meaningful and purposeful practical activities that encourage the development of reading and writing skills in a language-rich environment. The different theoretical approaches to helping children to learn to read, to include when to begin, synthetic and analytical phonics, ‘look and say’, whole language/apprenticeship. The importance of encouraging early mark-making and writing development by understanding that words convey meaning, making marks as symbolic representations of thoughts and experiences, using paint, sand, large markers and crayons in either hand and in any direction. How to create stimulating experiences and activities that encourage writing development, including: - mark-making activities in sand - practising using different pens and brushes - play activities such as writing shopping lists in the children’s role-play area. Learning aim C: Understand children’s mathematical development Confident- l can implement this in my practice. Need to develop – so l am able to implement this in my practice. Not aware of – was not aware l needed to implement this in my practice. The importance of understanding the link between early everyday mathematical experiences and their contribution to future mathematical understanding of number, measurement, shape and space, and pattern recognition. How mathematics in the early years is broken down into numbers and space, shape and measures. The importance of knowing the sequence for counting and understanding numbers and calculating. The need for children to acquire mathematical language, including ‘more’, ‘less’, ‘greater’, ‘smaller’, ‘heavier’ ‘circle’, ‘in front of’, ‘inside’. The importance of children’s confidence and how early years professionals can influence this by giving positive and fun activities and experiences, and providing reinforcement and positive interactions to consolidate children’s mathematical development. Learning aim D: Understand how to support children’s mathematical development Confident- l can implement this in my practice. Need to develop – so l am able to implement this in my practice. Not aware of – was not aware l needed to implement this in my practice. The importance of supporting early experiences of mathematics through play and learning activities, providing the basis for understanding concepts such as number, measurement, shape and space, pattern recognition. The importance of linking activities to the child’s experience, to include learning through play, as this will make learning meaningful for them, e.g. number names, one-to-one correspondence, matching and ordering, recognising patterns, shapes and simple measures. The importance of working with parents and carers to encourage enjoyment of mathematics, including providing information about ways in which parents and/or carers can support their children.
- 3. Literacy Development Reading Writing Speaking Listening
- 4. Speech and language Babies will tune in to speech through linking sounds with communication Speech is the physical process of us being able to pass on our thoughts and ideas Children will be able to hear the patterns of language
- 5. Speech and language Language is the medium in which we choose to talk and communicate. For example; written, verbal, signing. Speech and language are crucial to children’s literacy development as its supports children to be able to communicate. Children need to extend their vocabulary, share their ideas and experiences.
- 7. Listening Being a good listener is critical to a child’s learning and development.
- 8. EYFS Communication and language is one of the prime areas of the framework Listening and attention Understanding Speaking Looking at Developmental matters - Explore the skills children are expected to develop at- Birth - 11months 16-26 months 30-50 months For all of the aspects.
- 9. National Curriculum Children will learn literacy. Speaking and listening Reading Writing
- 10. Reading Reading is the understanding of written symbols and print It is an important skill as it underpins many other areas of learning
- 11. Uses of reading Enjoyment Personal Instructions Information Signs Gain more knowledge
- 12. What do children need to know? There are 6 main skills that children need when learning to read. Phonic knowledge Graphic knowledge Word recognition Grammatical skills Bibliographic skills Contextual Look up definitions for these skills
- 13. What is your favourite children’s story to read.
- 14. Choose a story to read In your pair read your story- What pre-reading skills will a child develop? What other experiences do you need to give to children to support reading?
- 15. Importance of phonemic awareness When reading with children encourage children to develop awareness of the phoneme in the letters. Point to the word and encourage children to sound the letter out. Children need to be encouraged to hear the sounds. Supports symbol recognition. Children will understand what they are looking at, relates to what they are hearing.
- 16. The usual sequence by which children learn to read: recognising the link between the verbal and visual word recognising own name using pictures as cues book conventions phonetic awareness retelling stories building a visual vocabulary.
- 17. Choosing appropriate books Simple storylines when young Contain repetition Picture books in a sequence Rhyming books Fiction and non fiction as child ages Books should be based on interests Ability – oxford reading tree
- 18. Phonics http://www.teache rsmedia.co.uk/vide os/primary-framework- early-reading- and-phonics# video_title _bar
- 19. Working with children During your school placements what advice were you given as to how to support the children? Using a range of approaches is best practice to support all children.
- 20. Theoretical approaches to helping children to learn to read when to begin, synthetic and analytical phonics, ‘look and say’, Whole language/apprenticeship Read and highlight main points of hand out
- 21. Combinations Research has proven that a combination of approaches are best Think of a child in your placement – what approach would of supported them to read? Why?
- 22. Activities to support pre reading skills Development of fine motor skills Listening activities Speaking activities Matching and sequencing activities Sharing books with children Recognising letters and words in the environment
- 23. Activities to support pre-writing skills Gross motor skills /large movements Fine manipulative play/hand eye coordination Mark making Construction toys mark-making using a range of materials
- 24. The link between learning to write and learning to read they are interrelated and children need a wide range of literacy experiences to support the development of each – to include: sand play role play painting story sacks print making patterns storytelling poetry music drama cutting and sticking.
- 30. How to support children’s reading Praise and encouragement Ensure there are no distractions The child should hold the book Give the child time to decipher the word Allow children to correct their mistakes Re read and self correct Encourage children to use pictures as cues Use of phonic cues Talk about the story Encourage prediction Don’t have to use set reading scheme books
- 31. Writing skills
- 32. Watch clip What writing techniques have you seen in placement? https://www.youtu be.com/watch?v= aTXUj6b_C2o until 2.28
- 33. Writing Writing consists of taking the sounds of oral language and changing them into symbols that can be recorded. Writing is essential in every day life.
- 34. Question What is the link between learning to write and learning to read?
- 35. These are interrelated and should be taught this way. Historically they were taught separately. Children will need a range of literacy experiences. Children who read more grasp writing easier.
- 36. What do children need to know? Writing involves a lot of learning, The skills that children need to know are How to write individual letters uppercase and lower case How to write using different scripts such as joined up writing, computer text and print Spell words correctly and use grammar and punctuation
- 37. What do children need to know? Write in different styles Write creatively The skills children need are split into 2 groups Transcription - organisation of writing including spelling, punctuation and handwriting Composition - the expression of ideas
- 38. Development of handwriting skills In your groups discuss your cards and put them in the order that children will develop their handwriting skills Discuss each card to explain what is happening at each stage and how you as the adult can promote this.
- 39. Stages of Pencil Grasp Development Read hand out highlight main points Then discuss as a group
- 41. Mark making Discuss in pairs and note on white boards different versions of mark making you have seen in placement.
- 42. The usual sequence by which children learn to write mark-making emergence of letters ascribing meaning to marks applying grapheme/phoneme knowledge.
- 43. The usual sequence children learn to write Children will pass through different stages. Develop the skills to forming letters and developing ideas Focus on forming letters and talk about what they have written and begin to build longer sentences.
- 44. The usual sequence children learn to write Read hand out about children’s early writing, make notes. Think about left handed children How were they handed children supported in your setting?
- 46. Motivate children to write for a purpose Shared writing Guided reading Key stage 1/2 Independent writing Scribing for children
- 47. Motivate children to write for a purpose. Early years
- 48. Remember it is important to recognise that some children may be learning another language and script at home, and of valuing mark-making derived from different scripts.
- 49. How can you promote a language rich environment
- 50. Self registration Labelled displays Conversations labelled Interactive Book areas Toys and equipment Literacy areas boards Behaviour charts Singing Stories/singing Questions
- 51. Activities, environment and experiences to provide for literacy development