Literacy unit 10 wk 1

Unit 10: Supporting Children’s Literacy andNumeracy Development

Complete the knowledge grid considering what you already know about literacy and numeracy

Learning aim A: Understand children’s literacy development Confident- l can implement this in my

practice.

Need to develop – l am able to implement this in my

practice.

Not aware of – was not aware of this and l need to

implement this in my practice.

The importance of speech and language and how they contribute to the development of literacy, to include how children:- make the link between spoken sounds and the written symbols- understand the meaning of words- recognise the structure of sentences.

How children develop skills in reading and writing, including linking sounds and letters, making marks, recognising simple words and understanding simple sentences.

The importance of phonemic awareness in learning to read as children will be able to recognise that words are made of individual speech sounds and be able to segment words into component sounds (phonemes), which is required before they can associate written symbols (graphemes) with sounds.

Learning aim B: Understand how to support children’s literacy development Confident- l can implement this in my

practice.

Need to develop – so l am able to implement this in my

practice.

Not aware of – was not aware l needed to

implement this in my practice.

The need to encourage early reading development by providing frequent opportunities to engage babies and children in stories and rhymes, pointing out pictures and words linked to actions that carry meaning.

How settings might plan and organise their provision to deliver the curriculum frameworks through meaningful and purposeful practical activities that encourage the development of reading and writing skills in a language-rich environment.

The different theoretical approaches to helping children to learn to read, to include when to begin, synthetic and analytical phonics, ‘look and say’, whole language/apprenticeship.

The importance of encouraging early mark-making and writing development by understanding that words convey meaning, making marks as symbolic representations of thoughts and experiences, using paint, sand, large markers and crayons in either hand and in any direction.

How to create stimulating experiences and activities that encourage writing development, including:- mark-making activities in sand- practising using different pens and brushes- play activities such as writing shopping lists in the children’s role-play area.

Learning aim C: Understand children’s mathematical development Confident- l can implement this in my

practice.

Need to develop – so l am able to implement this in my

practice.

Not aware of – was not aware l needed to

implement this in my practice.

The importance of understanding the link between early everyday mathematical experiences and their contribution to future mathematical understanding of number, measurement, shape and space, and pattern recognition.

How mathematics in the early years is broken down into numbers and space, shape and measures. The importance of knowing the sequence for counting and understanding numbers and calculating.

The need for children to acquire mathematical language, including ‘more’, ‘less’, ‘greater’, ‘smaller’, ‘heavier’ ‘circle’, ‘in front of’, ‘inside’.

The importance of children’s confidence and how early years professionals can influence this by giving positive and fun activities and experiences, and providing reinforcement and positive interactions to consolidate children’s mathematical development.

Learning aim D: Understand how to support children’s mathematicaldevelopment

Confident- l can implement this in my

practice.

Need to develop – so l am able to implement this in my

practice.

Not aware of – was not aware l needed to

implement this in my practice.

The importance of supporting early experiences of mathematics through play and learning activities, providing the basis for understanding concepts such as number, measurement, shape and space, pattern recognition.

The importance of linking activities to the child’s experience, to include learning through play, as this will make learning meaningful for them, e.g. number names, one-to-one correspondence, matching and ordering, recognising patterns, shapes and simple measures.

The importance of working with parents and carers to encourage enjoyment of mathematics, including providing information about ways in which parents and/or carers

can support their children.

Literacy Development

Reading Writing

SpeakingListening

Speech and language Babies will tune in to speech through

linking sounds with communication

Speech is the physical process of us being able to pass on our thoughts and ideas

Children will be able to hear the patterns of language

Speech and language Language is the medium in which we choose

to talk and communicate. For example; written, verbal, signing.

Speech and language are crucial to children’s literacy development as its supports children to be able to communicate.

Children need to extend their vocabulary, share their ideas and experiences.

Listening Being a good listener is critical to a

child’s learning and development.

EYFS Communication

and language is one of the prime areas of the framework

Listening and attention

Understanding Speaking

Looking at Developmental matters - Explore the skills children are expected to develop at-

Birth - 11months

16-26 months 30-50 months

For all of the aspects.

National Curriculum Children will learn literacy.

Speaking and listening Reading Writing

Reading Reading is the understanding of written

symbols and print

It is an important skill as it underpins many other areas of learning

Uses of reading Enjoyment Personal Instructions Information Signs Gain more knowledge

What do children need to know? There are 6 main skills that children

need when learning to read. Phonic knowledge Graphic knowledge Word recognition Grammatical skills Bibliographic skills Contextual Look up definitions for these skills

What is your favourite children’s story to read.

Choose a story to readIn your pair read your story-

What pre-reading skills will a child develop?

What other experiences do you need to give to children to support reading?

Importance of phonemic awareness When reading with children encourage children to develop awareness of the phoneme in the letters.

Point to the word and encourage children to sound the letter out.

Children need to be encouraged to hear the sounds. Supports symbol recognition.

Children will understand what they are looking at, relates to what they are hearing.

The usual sequence by which children learn to read: recognising the link between the verbal

and visual word recognising own name using pictures as cues book conventions phonetic awareness retelling stories building a visual vocabulary.

Choosing appropriate books Simple storylines when young Contain repetition Picture books in a sequence Rhyming booksFiction and non fiction as child agesBooks should be based on interestsAbility – oxford reading tree

Phonics http://

www.teachersmedia.co.uk/videos/primary-framework-early-reading-and-phonics#video_title_bar

Working with children

During your school placements what advice were you given as to how to support the children?

Using a range of approaches is best practice to support all children.

Theoretical approaches to helping children to learn to read

when to begin, synthetic and analytical phonics, ‘look and say’, Whole language/apprenticeship

Read and highlight main points of hand out

Combinations

Research has proven that a combination of approaches are best

Think of a child in your placement – what approach would of supported them to read? Why?

Activities to support pre reading skills Development of fine motor skills

Listening activities

Speaking activities

Matching and sequencing activities

Sharing books with children

Recognising letters and words in the environment

Activities to support pre-writing skills Gross motor skills /large movements

Fine manipulative play/hand eye coordination

Mark making

Construction toys

mark-making using a range of materials

The link between learning to write and learning to read

they are interrelated and children need a wide range of literacy experiences to support the development of each – to include:

sand play role play painting story sacks print making patterns storytelling poetry music drama cutting and sticking.

How to support

children’s reading

Praise and encouragement

Ensure there are no distractions

The child should hold the book

Give the child time to decipher

the word

Allow children to correct their

mistakes

Re read and self correct

Encourage children to

use pictures as cues

Use of phonic cues

Talk about the story

Encourage prediction

Don’t have to use set reading scheme books

Writing skills

Watch clip What writing

techniques have you seen in placement?

https://www.youtube.com/watch?v=aTXUj6b_C2o

until 2.28

Writing Writing consists of taking the sounds of

oral language and changing them into symbols that can be recorded.

Writing is essential in every day life.

Question

What is the link between learning to write and learning to read?

These are interrelated and should be taught this way.

Historically they were taught separately.

Children will need a range of literacy experiences.

Children who read more grasp writing easier.

What do children need to know? Writing involves a lot of learning, The skills that children need to know are

How to write individual letters uppercase and lower case

How to write using different scripts such as joined up writing, computer text and print

Spell words correctly and use grammar and punctuation

What do children need to know? Write in different styles Write creativelyThe skills children need are split into 2

groups Transcription -

organisation of writing including spelling, punctuation and handwriting

Composition - the expression of ideas

Development of handwriting skills

In your groups discuss your cards and put them in the order that children will develop their handwriting skills

Discuss each card to explain what is happening at each stage and how you as the adult can promote this.

Stages of Pencil Grasp Development

Read hand out highlight main points Then discuss as a group

Mark making

Discuss in pairs and note on white boards different versions of mark making you have seen in placement.

The usual sequence by which children learn to write

mark-making emergence of letters ascribing meaning to marks applying grapheme/phoneme

knowledge.

The usual sequence children learn to write Children will pass through different stages.

Develop the skills to forming letters and developing ideas

Focus on forming letters and talk about what they have written and begin to build longer sentences.

The usual sequence children learn to write

Read hand out about children’s early writing, make notes.

Think about left handed children

How were they handed children supported in your setting?

Motivate children to write for a purpose Shared writing

Guided reading

Independent writing Scribing for children

Key stage 1/2

Motivate children to write for a purpose.

Early years

Remember it is important to recognise that some children may be learning another language and script at home, and of valuing mark-making derived from different scripts.

How can you promote a

language rich environment

Self registration

Labelled displays

Book areas

Literacy areas

Toys and equipment labelled Interactive

boards

Behaviour charts

Singing

Stories/singing

Questions

Conversations

Activities, environment and experiences to

provide for literacy

development

Working with parents