Active Literacy

1
Active Literacy Monday 29th September
2
What is Active Learning?

• Active learning is learning which engages and
  challenges children and young peoples thinking
  using real-life and imaginary situations. It
  takes full advantage of the opportunities for
  learning presented by
• spontaneous play
• planned, purposeful play
• investigating and exploring
• events and life experiences
• focused learning and teaching.
• A Curriculum for Excellence Building the
  curriculum 3-18 (2) 2007

3
Active Learning/Play and the four capacities
Active learning can support learners' development
of the four capacities in many ways. For example,
they can develop as successful learners through
using their imagination and creativity, tackling
new experiences and learning from them, and
developing important skills including literacy
and numeracy through exploring and investigating
while following their own interests confident
individuals through succeeding in their
activities, having the satisfaction of a task
accomplished, learning about bouncing back from
setbacks, and dealing safely with risk
responsible citizens through encountering
different ways of seeing the world, learning to
share and give and take, learning to respect
themselves and others, and taking part in making
decisions effective contributors through
interacting together in leading or supporting
roles, tackling problems, extending communication
skills, taking part in sustained talking and
thinking, and respecting the opinions of others.
4

• Active learning/play supports literacy
  development by being
• Fun
• Interactive
• Meaningful
• Broad and balanced
• Structured/unstructured
• Responsive/planned
• Observed
• Evidence based.

5
Active Literacy

• Includes
• Storytelling
• Phonics work based
• Guided reading and active literacy
• Daily writing, taught writing
• Spelling and dictation

6

• Active literacy works alongside our existing
  Jolly Phonics programme.
• Letter sounds taught first and names later
• Initially simple three letter words can be
  made from the sets of letters.
• Children are encouraged from the outset to listen
  for the sounds and decide where they come in the
  word beginning, middle or end.

7

• Order of sounds taught
• s a t i p n
• c k e h r m d
• g o u l f b
• j z w v y x q/qu
• Sounds are taught 2 or 3 per week.

8
Storyline and action

• Each letter sound introduced with a story
• Children hear the sound and see the action

9
We know our Jolly Phonic actions!
10
Learning the letter formation

• Pencil hold
• Tripod grip
• Movement of pencil from thumb and first finger
• Knuckles to go in and out froggy legs/fingers

11
Letter formation

• Finger Phonic books
• Grooved letters
• Following arrows
• Follow example of teacher forming letters in the
  air/on the ground
• Pairing and sharing with shoulder partners

12
Letters with joining tails

• Trace dotted lines following arrows
• Check correct formation and accuracy
• Joining tails prepare for joined up writing

13
Blending

• Blending is when children are beginning the skill
  of reading
• Blending is
• Looking at the letters
• Saying the sound
• Hearing the word

s u n m ou s e f i sh
14
Say, Make/Break, Blend, Read, Write

• Say the word
• Make/break the word using magnetic letters
• Blend the word
• Read the word
• Write the word

15
Common and Tricky Words

• Children are given 3 common words every week.
• Some of these words may be tricky words these
  are mostly irregular keywords (not easy to
  blend).
• These tricky words need to be learned by heart.

16
Buddy Reading

• What is Buddy Reading?
• Buddy reading is a fun way to help pupils learn
  to
• read.
• In buddy reading, an older child shares reading
• sessions with a younger pupil.
• Together they practise reading skills through
• discussion of class reading texts, library books
  and
• other language activities.
• Buddy Reading is an excellent activity for
• developing literacy outcomes, in particular
  those
• relating to listening, talking and reading.

17
What will they learn/consolidate during Buddy
Reading?

• Concepts of print
• How to hold a book
• Front and back of book
• Recognition of where to start when reading
• Left to right sweep and return
• Comprehension Strategies
• Using the title and front cover as a prediction
  tool
• Use of picture clues to aid understanding
• Recall of the story
• Identification of main characters
• Identification of main events
• Identification of setting
• Sequence events

18
Support from Home

• Research shows that reading to your child is the
  single most important thing you can do to help
  your child's education.
• How can you make sure your child gets off to a
  good start, gains independence and enjoys
  reading? There are lots of simple things you can
  do at home to help.

19

• Focus on what you can do, not what you cant.
• Make a regular time together.
• Find the right level.
• Take time to listen, listen and listen again!
• Strike a balance between connection and
  perfection.
• Talk about what youve read.
• Enjoy reading everywhere.
• Think outside the book.
• Have fun!
• Ask for extra help if you think your child needs
  it.

20
Support from Home

• Daily revision of sounds
• 2 new sounds each week and 3 words
• Reading Book
• Identify sounds in words
• Fun word games
• I spy / matching games
• Encourage a love of books
• and read together regularly

S
21
Learning is hard work!
22
How you can help in School

• Photocopying resources
• Making games
• Making booklets
• Laminating resources
• Preparing craft resources
• Book banding
• If you think you can help with any of these
  things please talk to Mrs Littlejohn, Mrs
  McKenzie, Mrs Banfield/Mrs Booth.

23
Visit to Room 2

• Set up in room 2 are a number of activities your
  child/children may take part in during an Active
  Literacy Lesson.
• Please come and try some of them for yourself.
• Thank you for coming today.