Transcript development of reading skills through a

DEVELOPMENT OF
READING AND WRITING
SKILLS THROUGH A
SYSTEMATIC
PHONIC PROGRAMME
USING MULTISENSORY
APPROACH
TEACHERS’
WORKSHOP
DAY 2
The teaching is divided into
five basic skills:
 Learning the letter sounds
 Blending for reading
 Sight words / Tricky Words
 Identifying the sounds in the words for
writing
 Learning the letter, word & sentence
formation
WHAT IS BLENDING?
 Blending
is the process of saying
the sounds in a word and then
running them together to make a
word.
Example: ‘c’ – ‘a’ – ‘t’ is cat
 Blending is a technique that
children need to learn and
practice.
PRACTISING BLENDING
WITH CHILDREN
 To
start with the teacher should
sound the word and see if children
can hear it.
 The sounds must be said quickly
emphasising on the first sound for the
children to hear the word.
Example:
b–u–s
Once the children can hear the
word, when the teacher says the
letter sound, they are ready to try
saying the sounds themselves and
to listen for the word.
HOW CAN I PRACTISE ‘BLENDING’
WITH MY CHILDREN
For blending, children should know
the letter sounds well enough.
As soon as they see a letter, the
sound should come automatically to
them. If they pause to think, they
loose track of the word.
So, it is essential to REVISE the sounds
regularly with flash cards, actions and letter
games.
For blending words with digraphs,
children should understand that the
two letters say one sound.
Example: The word ‘rain’ has only three
sounds.
The way the letter sounds
are emphasised
are important. The emphasis
should be on the first letter.
Example:
d–o–g
INTRODUCTION OF CVC WORDS
AND WORD FAMILIES
Let us consider the
example of words
under the ‘at’ family
The children join the beginning
letter sound to form the word.
m
c
r
h
at
mat
cat
rat
hat
The teacher can weave a story
using all the ‘at’ words in order to
make the children understand in
context.
This is a mat.
The fat rat sat on a mat.
The cat saw the fat rat.
The cat ran after the fat rat.
The fat rat saw a hat.
The fat rat hid under the hat.
Other CVC words
and word families can be
introduced in a similar
fashion.
OBJECTIVES &
LEARNING OUTCOMES
Identify the word after blending the sounds
 Blend the sounds to form a word
 Able to blend the sounds and read the two
letter and three letter CVC words and word
families
 Able to understand the meaning of these
CVC words and use them in a sentence.
 Able to read words with digraph – ai, oa, ie,
oo, ee etc

then
like
now
WHAT ARE SIGHT WORDS?
Some words cannot be sounded
phonetically. So we teach them as
sight words.
 These are high frequency words, which
occur often when reading a story.
 Children look at the word carefully and read
the word. It is based on the principle of
visual memory.
 Children have to regularly practise them in
order to be fluent in reading.

EXAMPLES OF SIGHT WORDS
have
said
then
now
like
there
that
this
with
be
do
who
When reading a story,
all the sight words
should be
mastered first.
OBJECTIVES & OUTCOMES
Read High Frequency
words
 Recognise and read
sight words at a glance
 Read the words in a
sentence

PHONOLOGICAL
AWARENESS
The ability to hear the sounds is called
PHONOLOGICAL AWARENESS.
The main phonic skill for writing is
to start with a spoken word, then
listen, identify and write the sounds
in that word.
 For
example, the word ‘dog’, if you
listen you can hear the sounds
d-o-g.
 If the children know how to write
these sounds , they can write the
words without help.
 It is opposite to the skill needed for
blending.
The teacher shows a picture of a ‘bag’.
She asks, “What is the first sound you
hear when you say ‘bag’”?
The children answer: ‘b’
The teacher writes ‘b’ next to the picture.
She asks, “bag - What sound do you
hear after ‘b’?”
The children answer: ‘a’
The teacher writes ‘a’ next to ‘b’.
The teacher repeats the word, this
time stressing on the last letter – ‘g’.
She asks, “What sound do you
hear after ‘a’?”
The children answer: ‘g’
The teacher writes ‘g’ next to ‘a’.
This word building
should be done regularly
in order to help children
get used to listening to
all the sounds in a word
in sequence from
left to right.
The children should
be taught to listen the
sounds in the words
and identify
-- the beginning
sound
-- the middle sound
-- the ending sound
-b
-e-
h-
cra_
h_n
_at
Is there an ‘s’ in ‘nest’?
If yes, where : in the
beginning, middle or
end?
The aim is for the
children to hear the
sound and know
where it comes in a
word – beginning,
middle or end.
OBJECTIVES &
LEARNING OUTCOMES
 Decoding
Words
 Identify the beginning , middle and
ending sound in words
 Hearing the sounds in a given word
and writing to form the word ie. able
to take dictation of the two letter and
three letter words.
By teaching the
letter sounds,
sight words and
blending techniques,
children understand that
there is a code to reading
and that most words can be worked
out by blending.
This knowledge fascinates them
and their confidence grows.
The children are exposed to
phonic story books
for each vowel
having controlled vocabulary with
CVC and sight words.
The children are exposed to rebus
reading.
There was a
whose name was Tom.
He lived with his
in a small
Tom had a pet
and
near the
.
.
METHODOLOGY:
PLAY DOUGH ACTIVITIES
METHODOLOGY:
SQUEEZING A SPONGE
METHODOLOGY:
POURING ACTIVITIES
METHODOLOGY:
CRUSHING & TEARING PAPER
METHODOLOGY:
FINGER PAINTING AND PRINTING
METHODOLOGY:
STRINGING BEADS
METHODOLOGY: DOODLING
METHODOLOGY: SCRIBBLING
METHODOLOGY: COLOURING
METHODOLOGY:
CORRECT CRAYON/PENCIL HOLD
OBJECTIVES &
LEARNING OUTCOMES
Develop fine motor skills for the
movement of fingers and wrist
 Able to hold the pencil correctly
 Develop eye hand coordination

LEARNING THE
LETTER FORMATION
THE FONT WE USE..
The font we use is the
Sassoon Infant Typeface.
This font was developed by
Rosemary Sassoon , assisted by
Adrian Williams.
The advantage of this font is that
it has exit strokes to
help in joined up writing.
Our exceptions: z, r, o, w, x
METHODOLOGY:
PATTERN WRITING
METHODOLOGY:
SAND PAPER LETTERS
METHODOLOGY:
AIR WRITING
METHODOLOGY:
FINGER TRACING ON ALBUM
METHODOLOGY:
SAND TRACING
METHODOLOGY:
RAINBOW WRITING
METHODOLOGY:
TRACING LETTERS
ON DOTTED LINES
METHODOLOGY:
LETTER WRITING IN
RED AND BLUE LINE BOOK
The letters are grouped according to
the patterns to enable the children to
get the formation correct.
Children can be helped in understanding the
formation with specific instructions.
For eg: for the letter a, the teacher instructs
start from the dot on the top blue line, go
round, up , come back on the same line and
give it a small tail.
OBJECTIVES &
LEARNING OUTCOMES
Understand Left to right Progression
 Understand top to bottom direction
 Position paper correctly in order to write

 Trace
over patterns for writing readiness
Write the letters a – z between red and blue
lines
 Able to take dictation of lower case letters
 Able to match upper and lower case letters
 Able to develop the return sweep skill

METHODOLOGY:
AIR WRITING
METHODOLOGY:
USE OF THE BLACKBOARD
Teacher
shows the
formation on the
black board and
guides the
children.
OBJECTIVES &
LEARNING OUTCOMES
 Able
to write and take dictation of upper
case letters
 Able to write two letter words and
digraphs
 Write CVC words and word families
 Understand that letters in a word are
close together but without bumping
 Able to take dictation of CVC words
METHODOLOGY:
USE OF FLASH CARDS
The teacher uses flash cards to explain
how a sentence is formed.
The
apple
is
red
.
METHODOLOGY:
USE OF THE BLACK BOARD
The teacher
shows the
formation of
sentences
on the
blackboard.
METHODOLOGY:
SENTENCE TRANSCRIPTION
• Children copy sentences from a
book or from the black board.
• The teacher explains that a
sentence starts with a capital
letter and ends with a full stop.
• While writing a sentence leave a
finger space between words.
METHODOLOGY:
MATCH SENTENCE TO THE PICTURE
The cat is sleeping.
The girl is drinking water.
The boy is writing.
METHODOLOGY:
USE OF PICTURES
Children make sentences with
the help of pictures.
The boy is reading a book.
METHODOLOGY:
PICTURE COMPOSITION WITH HELPING
WORDS
METHODOLOGY:
MAKING SENTENCES
WITH A GIVEN WORD/OBJECT
bag
I have a red bag.
I like my red bag.
OBJECTIVES &
LEARNING OUTCOMES








Understand left to right progression.
Understand top to bottom direction.
Positions paper correctly in order to write.
Start the sentence with a capital letter and end with a
full stop.
While writing a sentence, leave a finger space
between words.
Observe and comprehend a given picture.
Able to construct a sentence with simple
words/objects.
Able to write three or four sentences on a given
picture.