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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.