DEVELOPMENT OF DEVELOPMENT OF READING AND WRITING READING AND WRITING

SKILLS THROUGH A SKILLS THROUGH A SYSTEMATIC SYSTEMATIC

PHONIC PROGRAMME PHONIC PROGRAMME USING MULTISENSORY USING MULTISENSORY

APPROACHAPPROACH

TEACHERS’WORKSHOP

DAY 2

The teaching is divided into five basic skills:

Learning the letter soundsBlending for readingSight words / Tricky WordsIdentifying the sounds in the words for

writingLearning 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 catBlending 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 thetwo 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

mcrh

at

matcat

rat

hat

The children join the beginning letter sound to form the word.

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 similarfashion.

OBJECTIVES & LEARNING OUTCOMES

Identify the word after blending the soundsBlend the sounds to form a wordAble 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

now

like

then

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.

have

now

that

said

like

this

then

there

with

be do who

EXAMPLES OF SIGHT WORDS

When reading a story,

all the sight words should be

mastered first.

OBJECTIVES & OUTCOMESRead High Frequency

wordsRecognise and read

sight words at a glanceRead 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.

-b -e- h-

cra_ h_n _at

The children should be taught to listen the sounds in the words and identify-- the beginning sound-- the middle sound-- the ending sound

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 WordsIdentify the beginning , middle and

ending sound in wordsHearing 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 and

in a small near the .

Tom had a pet .

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 correctlyDevelop 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 byAdrian Williams.

The advantage of this font is thatit 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 ProgressionUnderstand top to bottom directionPosition paper correctly in order to writeTrace over patterns for writing readinessWrite the letters a – z between red and blue

linesAble to take dictation of lower case lettersAble to match upper and lower case lettersAble 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 familiesUnderstand that letters in a word are

close together but without bumpingAble to take dictation of CVC words

METHODOLOGY: USE OF FLASH CARDS

The teacher uses flash cards to explain how a sentence is formed.

The is red .apple

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.

Children make sentences with

the help of pictures.

METHODOLOGY: USE 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.