Primary 1 Curriculum Workshop:Language

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Primary 1 Curriculum WorkshopLanguage
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Primary 1 Language

• Reading
• Writing
• Talking
• Listening

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INTERDICIPLINARY CONTEXTS INTERDICIPLINARY CONTEXTS
TERM 1 Road Safety TERM 2 The Seasons
TERM 3 Ourselves TERM 4 People Who Help Us In School
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Early Language Skills
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What helps Reading?

• Awareness of rhyme

• Being able to first identify then recognise
  letters

• Others at home modelling reading

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Concepts of Print

• Back, front, picture, page, cover

• Recognition of letters upper and lower case

• Rhyme, alliteration

• Letter, space, word, sentence, punctuation

• Left -gt right, top -gt bottom

• Knowing what they read, the difference
• between text and pictures

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Our Approach to Reading

• Not just one method but a range of strategies
• Look and Say
• Phonics
• Reading for Meaning

Why?
All children are different and have different
learning styles
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Phonics Blending
ca
t
Onset and rime
at
c
Synthetic phonics
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• Reading Homework Now
• Match words and letters
• Build words using letters
• Build a sentence using words
• Copy letters, words and sentences
• Look for words/letters in the environment

• Reading Homework Later
• Learn new words, revisit old ones
• Paired Reading
• Ask both literal and inferential questions
• Ask child to sequence story, predict, retell
• Link what they have read to what they already
  know
• Apply what they know about sounds and words to
  writing

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What is Paired Reading?

• Promotes reading skills, self confidence and
  enjoyment of books
• Sharing a book 4 stages
• Parent reads
• Parent and child read together
  - adult taking the lead
• Parent and child read together - child encouraged
  to take the lead
• Child reads

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QUESTION WORD? ANSWER
Who A person, a name
When A time of day, day of the week, date etc
Where A place
Which The reader usually has to choose from a selection
What Depends on how the question is worded, but usually a thing
How An explanation
How many A number
How..big, far, tall etc Also involve an explanation
Why A reason (very often using because)
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Reading doesnt have to look like this.
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All Reading is Valuable
Alone
Reading to an adult/other child
Being read to
Research/ instructions
Newspapers/ comics
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Listening Skills

• Good eye contact, sitting still,
• nodding, responding
• Hear small differences (p b)
• Recite rhymes and poems from memory
• Listen for information, instructions and
• directions
• Retell simple stories, instructions, correctly
  
• sequenced
• Take a turn

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Talking Skills

• Ask for help
• Ask/answer questions
• Give simple definitions
• Express thoughts and feelings
• Be able to use new words and phrases to express,
  ideas, thoughts and feelings
• Speak clearly and audibly
• Be aware of their audience
• Convey information, instructions and directions

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Pre Writing

• Child needs to develop muscle tone and control in
  fingers and hands
• Construction toys like, Duplo, Lego, Mecanno
• Play Dough, plasticine
• Jigsaws
• Threading beads, tying laces, zips, buttons
• Cutting, gluing, sticking, painting, scribbling,
• colouring in, tracing, dot to dot

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• Writing
• Pencil hold
• Letter formation
• Experiment with writing
• Write own name
• Understand we use writing to communicate
• Copy a letter, word, sentence
• Compose a sentence
• Think and talk about writing before starting
• WEBSITES english alphabet
• sky writing
• sebran