AAESS 13th September 2017

Welcome

•Why are we here today?

Practicing writing skills

I can use the

muscles in my

hand and arm

to make big

movements

I can

effectively grasp

objects of

varying sizes and

develop an

effective pincer

grip

I can make marks using any part of my body

I can isolate

and press firmly

with my right

and left index

fingers

I can tolerate

different textures (touch

sensitivity)

Building blocks of Writing

If the lower levels

are missing then the

rest of the tower

will come crashing

down!

I can build an accurate, stable tower of 10 2cm

blocks

I can thread beads / blocks onto a lace with a stiffened end

I can listen to

sounds and repeat them

myself

I can make marks on paper

– vertical, horizontal lines

and circles

I can use the muscles in my hand and arm to make small, more controlled

movements

I can understand positional /

spatial language e.g. top,

bottom, across

I can consistently use the same mark to represent

something e.g. myself, member of my family

I can hear and match a sound to the correct

letter

I can hear a word and break

it down into individual sounds (segment and

blend)

I can write simple three letter words independently e.g. cat, mud

AIMS OF THE SESSION

• To explain the background to the scheme and why AAESS is using it.

• To share the basics of Jolly Phonics.

• Writing tips – pencil grip

• Sight Words

• How can you help at home?

Background

•The system was developed by teachers in England in the 1980’s

•It is a multi-sensory synthetic approach Synthetic phonics is – learning to pronounce the sounds (phonemes) associated with letters in isolation. When learnt, these sounds are blended together. When reading, words can be segmented (broken down)

•Jolly Phonics introduces the main 42 sounds in the English Language

Using Jolly Phonics at AAESS

• Past experience

• Successful

• Promotes independent

spelling and reading

• Leads to greater creativity in writing

• A scheme that can be used across the year groups

Hassan putting writing into practice

Jolly Phonics: The basics

•5 basic skills

1. Learning the letter sounds

2. Letter formation

3. Blending

4. Identifying sounds in words

5. Tricky words

Using actions

Storylines and Actions • Each sound is

initially introduced by using the big book.

• Look at the picture and discuss what they see

• Learning the sound ‘a’

• Action: Run hand up and down the arm like ants saying ‘a’...’a’

The Order The letters are introduced in a certain order with no

omissions.

Role Play for the sound ‘h’ - hospital

Stories and Actions 1. s a t i p n

2. c / k e h r m d

3. g o u l f b

4. ai j oa ie ee or

5. z w ng v oo oo

6. y x ch sh th th 7. qu ou oi ue er ar

Sounds and Names

• Many children will already know ABC

• To avoid confusion, talk

about our name and the sound you make

when you speak.

• Relate this to the name ‘a’ and the sound /a/

• Names (of sounds) are introduced with Jolly Phonics, but can be left until all the sounds have been taught.

Kayden writing ‘u’ upside down

How to get started

1. Miming: • This is probably the best technique to use to

get children started.

2. Action: • Do action, children write down the sound.

• Start by just expecting them to write a single sound down, showing ownership.

How to get started

3. Blending: • Move onto whole words, children read the

word back to you

• Do the action, children say the sound

• Mime a whole word – start by children saying the sounds as you do the action, so children hear you say the sounds, then do it silently as their blending improves.

Writing

As we introduce each letter, the children will practice it by: 1. Drawing in the air 2. Drawing it on the carpet, using their noses,

elbows, in the sand, with ribbons….or the good old fashioned way; a pencil!

Pencil Grip

It is very important that a child holds their pencil in the correct way.

1. The pencil should be held in the 'tripod‘ grip between the thumb and first two

fingers.

• The grip is the same for both left and right handed children. If a child’s hold starts incorrectly, it is very difficult to correct later on.

• A child needs to form each letter the correct way. The letter c is introduced in the early stages as this forms the basic shape of some other letters, such as d. Particular problems to look for are: the o (the pencil stroke must be anti-

clockwise, not clockwise), d (the pencil starts in the middle, not the

top), m and n (there must be an initial downstroke,

or the letter m looks like the McDonald's arches).

Making the sounds come alive!

Tricky Words Those that you can’t sound out!

Jolly Phonics-Tricky Words I the he she me

we be was to do

are all you your come

some said here there they

go no so my one

by like have live give

only old little down what

when why where who which

any many more before other

were because want saw put

could would should right two

four goes does made their

once upon always also of

eight love cover after every

mother father to

I enjoy

listening to

stories and

sharing books

I can listen and

identify

different sounds

and noises in my

environment

I can make different sounds with my mouth

I can sing simple

songs and nursery

rhymes

I can listen to

sounds and repeat them

myself

The building blocks of reading

If the lower levels

are missing then the

rest of the tower

will come crashing

down!

I can recognise the initial letter in my name and then all of my

name

I enjoy playing sound games, making up silly words beginning with the same

letter

I can listen to sounds and

know which are the same and

which are different

I can say which words have the same beginning or end sounds

I can see words and labels in

my environment and talk about

them

I know that symbols on a page have

meaning and can be ‘read’

I can talk about the pictures and characters in

books and make up my own stories

I can look at a symbol on a page and say the sound it represents

I can put three sounds together and say what

word that makes

I can read simple three letter words independently e.g. cat, mud

Becoming Independent Learners

‘It is not what you do for your children, but what you have taught them to do for themselves, that

will make them successful human beings’

Promoting Independence at home:

1. Expect more 2. Resist doing for them what they can do for

themselves 3. Don’t redo what they’ve done 4. Let them solve simple problems 5. Assign a chore