Transcript Parent Information Session

Parent Information Session
Tuesday 8th September 2015
Anne Stewart – Headteacher
Charlene Kidd – P1/2 teacher
Saline Primary School
A Contextual Approach for
Successful Learning.
Aims
• Environment for learning - Nurturing
approaches
• What learning is like for your child in P1 and
P2
• How we teach reading and writing
• How we teach numeracy and maths
• How we assess your child’s learning needs
• What you can do to support your child’s
learning
• Further opportunities to engage with school.
Nurturing approaches
• School motto – Reach for the Stars
• Five values – Hardworking, Helpful,
Healthy, Honest and Happy
• Growth Mindset approach
• Positive behaviour policy
• Formative feedback – building
resilience
• Every days a learning day, every
moment a learning moment.
Environment for Learning
• Positive, purposeful
atmosphere
• Key vocabulary displayed
and used
• Well-prepared resources in
place
• ICT used effectively,
where appropriate
• High Expectations of
achievement
• Differentiation – tasks,
activities and resources
• Cross curricular links
identified and promoted
• Maximum involvement of
children at all times in
learning episodes
• Dialogue between children
and children promoted
• Success celebrated with
clear links to learning
• Pupil
responsibility/ownership of
learning. Growth mindset.
Teaching approaches to learning
•
•
•
•
Good teacher subject knowledge
Range of learning styles catered for (VAK)
High order questioning utilised
Core Assessment Strategies
utilised/focussed
• Lesson is well-paced – clear, appropriate
structure – 4 part – lesson uplift/end
• Evaluation strategies used to promote
feedback and progress learning
How we teach reading and
writing.
•
•
•
•
•
Literacy Workshop approach
Jolly Phonics/ Jolly Grammar
Big Write
Listening and talking central
Linked to Early and First Experiences and
Outcomes from Curriculum for Excellence.
• Literacy & Numeracy is across learning
experiences
• High expectations and aspirations
What does it look like?
Core Resources
SEMANTIC
• Listening
• Making links
• Range of questions
• Vocabulary developed
• Special words
• Classification
* Quality literature
ORTHOGRAPHY
• Visual discrimination
• Visual perception
• Orientation
• Pencil grip
• Words in context
• Extended text
Quality book linked to
the pupils’ interests
PHONOLOGICAL
• Listening for sounds
• Identifying sounds
• Syllabication
• Blending
• Rhyme
• Alliteration
• Creating a strong foundation for phonics
*Teacher
*Tracking framework
*Jolly Phonics
*Common Words
* Magnetic Letters
* Whiteboards
* Clicker
* Reading Scheme used
as assessment tool
The foundations of literacy
Phase 1
Reading Bands 1-2 (first term Primary 1)
Building the skills for literacy
Phase 2
Reading Bands 3-6 (remainder of P1 CfE Early
level) Starting Phase 3 – First Level P2
Children will have home some common words and Jolly
Phonics sounds to learn. They will also have a book to
share with you. Please spend time with them learning
these sounds and actions. Also please help them look for
words in the texts that are those listed as common
ones. These are words we just need to see and
recognise. We will use our reading books as an
assessment not for core vocabulary.
Phase 3
• Extending the skills for literacy
• Reading Bands 7+ which covers all of
first level and as such can extend up
into P4.
Semantic
Phonological
Orthographic
Daily opportunities to develop the three core
pathways.
Instructional and independent tasks. Class areas
will be set up for these tasks.
Understanding a wider
range of vocabulary /
meaning / giving
opinions
Processing a wider
range of sounds /
phonemic awareness /
letter – sound
correspondence /
morphemes /moving
towards Spelling
Making / creating and
reading simple written
texts
SEMANTICS
Higher order questioning, opinions, justification,
wider vocabulary, syntax & word roots.
PHONOLOGY
Sounds and letters, auditory > visual, visual > auditory,
sound blending , moving towards spelling,
making sentences, reading sentences & creating simple
written texts.
ORTHOGRAPHY
Core & sight vocabulary, recognition of
letters, punctuation.
Motor skills hand writing & keyboard skills.
Semantic Pathway
Ask and answer
Higher order questions
Genre
Justification of opinions
Wider vocabulary
Semantic Pathway
Syntax
Connectives
Sentence openers
Conversation skills
Knowledge about word roots and
families
Phonological Pathway
Listen for the sound, discriminate, hear at
beginning , middle end. Then introduce letter
shape.
Harry started at school. The
dinosaurs did not want to go, they
were scared. Mum took Harry to
school. The dinosaurs were out at
the coat pegs. Harry missed
them. He felt sad.
Demonstrate how letters &
sounds ‘fit’ into words
a
e
i
o
u
seat still
miss
a b c d e f g h i j k l m n
o p q r s t u v w x y z
Use letters to make words
peg
bar
did
big
him
but
not
sad
fun
mum
can
Show use of short / long vowel sounds
and continue with listening discrimination
games.
show
good
not
school
home
spoken
box
soft
toast
Use phonic clues for discrimination
Which word is….?
went
make
like
take
had
hid
sad
sat
How do you know?
Use words in context.
Learn about punctuation
Learn about words
Making sentences
Linked grids
Tools for literacy that can be
developed in this way
•Key words - sight vocabulary
•Use of phonic cues to discriminate
•Knowledge of morphemes
•One-to-one matching
•Sentence construction  syntax
•Word order
•Questions
•Punctuation
Orthographic Pathway
Through many of the above activities
skills including;
•Core vocabulary
•Recognition of letters
•Punctuation
•Keyboard skills
can be developed.
Teaching Reading
Shared ‘real’ texts
Challenge
Model effective reading behaviours
Demonstrate a range of strategies
Articulate strategies to develop
meta-cognition
Reading strategies
•Phonic cues
•Context and prediction
•Self monitoring – does it make sense?
•Read on / read back
•Title / picture clues
•Punctuation
•Word roots / morphemes
Hearing reading
•
•
•
•
•
•
•
•
•
Confidence
Understanding
Fluency
Strategies
Knowledge of
phonics
Context clues
Prediction skills
Working memory
One to one matching
All the time
the class
teacher is
making a
contextual
assessment of
progress –
reading for
real life.
Shared text
It was sunny.
Harry wanted to play with the
dinosaurs.
The dinosaurs went to hide.
It was fun.
Shared text differentiation
It was a very sunny morning. Harry
was going to school. He wanted to
take the dinosaurs. He started to
look for them. He wanted to find
them all. He looked everywhere. The
tiny dinosaur was lost.
Differentiation
Differentiation
What do we consider?
•Variety of reading experiences provided
•Independent reading
•Paired / shared (Senior Pupils)
•Choice of appropriate books
•Read to pupils from another class
•Read letters/ messages/ instructions
Vital alongside this is the correct
formation and orientation of letters.
A worksheet does not teach this.
Pupils use individual whiteboards and
pens in smaller groups; paint, sand, etc
to get right direction and formation.
Again this is linked
to the book and
sounds progression.
Emergent Writing
Pupils go through a series of developmental
stages in writing.
They may be able to tell you a story.
To start with they may make marks.
They may draw and tell you about what they
have drawn.
They may draw and perhaps write a few
marks beside the picture.
They may draw and write a few
relevant sounds beside their picture.
E.g. if they are drawing a cat they may
write c.
They may then begin to blend sounds
together and use words from a visual
word bank linked to the story or
theme.
It is absolutely vital that each of
these stages is valued and that stories
are not scribed.
Words will not be spelled for pupils as a
matter of course either. They are encouraged
from the very beginning to give it a go, chat
about it with a friend or find the word on a
topic/common word wall/learning wall.
We are aiming for independence.
The Big Write encourages children
to ....
• Talk about their writing.
• Find exciting words and
use these in their
writing.
• ‘Borrow’ exciting words
and phrases from other
authors, ‘WOW’ words.
• Use interesting
examples of
punctuation.
• Re-read their own
writing and find ways to
make it better.
• Understand what they
need to do next to
improve.
V.C.O.P
•Vocabulary –
children are
encouraged to select
exciting, interesting
and unusual words to
use in their writing
•Connectives –
these are used to
make sentences
longer and children
are encouraged to
use a variety in their
writing.
gigantic
thunderous
magical
tenderly
awful
bravely
V.C.O.P continued
•Openers – the way •Punctuation –
a story/sentence
starts. Children are
encouraged to use
“power openers,
these end in “ly” or
“ing”.
different kinds of
punctuation which
the children are
encouraged to use to
develop their stories
and to make them
more interesting.
What it looks like in the Classroom
• Primary 1/2 ‘talk’ about
their writing and start
putting down words
when they are ready.
From the start they
are encouraged to have
a go!
• P3-P7 write for
approximately 20-40
minutes, depending on
their stage and the
context.
• There is usually an
introduction prior to
writing that involves
activities and games
based around the four
elements – VCOP.
Planning is also
completed in this part.
• The children are then
given a break before
writing begins.
Mathematics
Mathematics experiences and outcomes
structured within three main
organisers:• Number, Money and Measurement
• Shape, Position and Movement
• Information Handling
Development of algebraic thinking from
an early age.
Numeracy & Maths
• Conceptual Understanding of numeracy –
Place and Value.
• Subitising – ability to recognise a small
number of objects without counting
• Visualisation of number
• Practical supports
• Formation and orientation of numerals
• Links to real life
• Problem Solving
Features of teaching
• Understanding purpose and relevance of what
they are learning.
• Make links across learning
• Using technology
• Model and scaffold learning
• Learn collaboratively
• Active learning – observe, explore,
investigate, play, discuss, reflect, experiment
• What would happen if…?
Mental Maths
•
•
•
•
•
Regular and accurate rehearsal of number facts
Mental strategies before written outcomes
Variety of strategies taught through BIG MATHS
Visual prompts initially
Encouragement to find the quickest, accurate
route.
• Agility
• Speed
How we assess your child
Formative
• Sharing learning
intentions/success
criteria – What? Why?
How?
• Oral and written
feedback
• Questioning
• Pupil Self-evaluation
• Target setting
Summative
• P1 PIPS
• P3, 5, 7 AfE
• Baseline diagnostic
assessments:
phonics/spelling; reading
age; writing
• Literacy Workshop
tracker
• End of session reports
What can you do to help?
•
•
•
•
•
•
•
•
Encourage your children to READ. Look for words with the sounds
they are learning; help them locate common words.
Encourage your children to TALK. Read often rich texts and talk
about the them using the helpful hints from our Early and First
Level Literacy laminated sheet you will find in their home learning
folder.
Encourage your children to spot WOW words and perhaps write
them down in a book at home or on a piece of paper.
Encourage your children to borrow words or phrases which they like
from books, magazines, television programmes.
Encourage your children to WRITE; anything to get them going!
Discuss with your children what targets they may have been asked
to improve upon.
Look for numbers and mathematical signs around the environment.
Play games that involve dominoes, dice – helps them see the
patterns.
Encourage a proper pencil grip; use a triangular pencil or buy them a
pencil grip to aid this.
Now for your turn…
A few literacy and numeracy tasks to give
you an idea of what it is like to be a
pupil in Saline p1 and P2….
Dates for the future:
Wednesday 4th November –
Reading/Writing 9.15-10.15am
Wednesday 2nd December –
Numeracy/Maths 9.15-10.15am