Playing with Sounds Playing with Sounds n What

Playing with Sounds

Playing with Sounds n What is the purpose of today? n What are you going to take away?

Overview of today’s session n Context of Playing with Sounds n Resources n Roll out of Playing with Sounds n Impact

Playing with Sounds n An initiative to involve parents in playing games with children to reinforce early literacy skills including phonological awareness

Phonological Awareness • • is the ability to hear and play with the sounds of spoken language is vital in developing reading and spelling skills ‘Phonological ability in pre school children is one of the biggest predictors of later success in reading ability’ (Bryant and Bradley)

Tracking Progress in Early Years EY roll out of Phonological Awareness • Presentation delivered to SMT and P 1 teachers in Glasgow schools and a named person in nurseries • Tracking • Pack of electronic materials provided

Context n Early Years education a priority in Scotland n Glasgow Improvement Challenge n Family Learning n Partnership working: o GIRFEC o HGIOS 4 o Education Scotland

Promoting Partnership with Parents The Scottish Parliament passed the Scottish Schools (Parental Involvement) Act (2006) One key aim is to help parents to be involved with their child’s education and learning ‘Engaging with parents gives them the chance to understand the role that they play in their child’s learning and development and fosters parental involvement. ’ Education Scotland 2015

Promoting Partnership with Parents “The link between early parent-child activities, language development and enjoyment of reading is strong. Rich home learning environments can improve cognitive development for all children regardless of their socio-economic background…” Growing up in Scotland June 2016

Why Play Games? Playing games at home can: n n n Increase children’s confidence and social skills Increase children’s cognitive development and memory Develop children’s language skills Children learn best through play It is fun! Marion Diamond et al, Edward Fisher et al

Resources

Play Together Chat Together

Games Session 1: Listening Lotto Session 2: Rhyme: Rhyming Snap, Rhyming Pairs Session 3: Word Boundaries: Snakes and Ladders Session 4: Syllables: Syllable Bingo Session 5: Phonemes: Awareness of sounds in words activity and Phonemes: (Initial sounds) Phoneme dominoes Session 6: Phonemes: Phoneme Bingo, certificate and celebration

Roll out of Playing with Sounds Roll out in Thornwood PS Feb-Apr 2015 and Garscadden PS May-June 2015 o o Offered to all P 1 pupils in class Invited to initial meeting with SMT Organising time/duration/location A group of parents and pupils took part

Promote Playing with Sounds o o o o Newsletter Pre-entrants meeting Parent’s Evening/Meet the teacher Regular feature in yearly calendar Poster Grab parents at door Pester Power Social media

Playing with Sounds Discuss How will you implement Playing with Sounds in your school? How will you engage/maintain involvement of reluctant or working parents?

Engaging and Maintaining Parental Involvement • Tea, coffee, roll and sausage • Parent Mentor/Buddy • Text message • Raffle prize

Engaging Working Parents • Youtube video clips • Sessions for working parents after school • Evening sessions with pizza • Parent Mentor/Buddy

What we learned Assumptions: Some parents were: • unfamiliar with nursery rhymes • unfamiliar with traditional games

What we learned • children enjoyed quality time playing games with parents • parents enjoyed playing games with children and interacting with other parents • it contributes to the positive relationships with parents

Views of Parents The games motivated my child to learn My child enjoyed playing the games at home with his brothers. My child knows more about sounds and words now. It helped my child’s concentration.

Views of Pupils It is good fun! I enjoyed playing games at home with my brother. My favourite game is Rhyming Snap. My favourite game is Snakes and Ladders.

Celebrating Success

Impact 1 ‘The parents and children really enjoyed taking part in this programme. I felt the parents learned a lot of tips about how to support their child at home with reading and spelling, as there was a focus on rhyme, word boundaries, syllables, and phonemes. This was done through fun games and activities’. Val Mc. Caffrey, DHT Thornwood PS

Impact 2 “We were fortunate to be part of the early trials of Playing With Sounds and it was a resounding success. P 1 pupils and their parents had a great time working together to develop literacy skills based on the interactive games programme devised by GDSS. The level of positive social interaction was very pleasing to witness and our parents and pupils spoke very highly of the learning experience. We intend to make full use of this resource in the future with other P 1 pupils and their families. ” Jacqui Montgomery, acting HT Garscadden PS

Impact 3 “After attending the Playing with Sounds sessions with their parents many of the pupils showed increased phonics awareness and improved reading. Children became confident instead of discouraged in literacy with a marked improvement in spelling and willingness to tackle written tasks. This year these children are continuing to improve. ” Christine Mc. Intosh, PT, P 1 Class Teacher, Antonine PS

Impact 4 “Our parent sessions have been a huge success, with a great turnout every week. Parents have really enjoyed engaging with their children’s learning. ” Iain Morrow, DHT Dunard Primary

Impact 5 Attendance • Thornwood PS over 90% • Garscadden PS 100% Resources returned each session intact

Impact 6 Dunard PS Castleton PS Mosspark PS Yoker PS St Brendan’s PS Gowanbank PS St Patrick’s PS Scotstoun PS St Patrick’s PS

Access to Resources o https: //glowscotland. sharepoint. com/sites/84530 47/playingwithsounds/Site. Pages/Home. aspx o Twitter: @Dyslexia. GCC

Read Together Chat Together Every time you read a nursery rhyme or a story to your child, you are helping to build their skills in phonological awareness.

Rhyme and Syllable Awareness The Gruffalo Fix-it Duck Cat in the Hat There’s a Wocket in my Pocket The Tickle Tree The Loon in the Moon Each Pear Plum Jolly Octopus Oi Frog Julia Donaldson Jez Alborough Dr Seuss Chae Strachie Janet Ahlberg Tony Mitton Kes Gray

Further Reading Adams, M. J. , Foorman, B. R. Lundberg, I and Beeler, T. (1998) Phonemic Awareness in Young Children: A Classroom Curriculum. Paul Brookes Publishing Co. Carroll, J. M. , Bowyer-Crane, C. Duff, F. J. Hulme, C and Snowling, M. J. (2011) Developing Language and Literacy. Wiley-Black Education Services (2010) Planning, Teaching and Assessing Reading at Early, First and Second Levels of Curriculum for Excellence. Gardner, H. (2006). Assessing speech and language skills in the school age child. In M. J. Snowling, & J. Stackhouse (Eds. ). A Practitioner’s Handbook: Dyslexia, Speech and Language, 2 nd Edition (pp 74 -97). Whurr Publishers: London and Philadelphia. Goswami, U. , and Bryant, P. (1990) Phonological Skills and Learning to Read. Psychology Press Hatcher, P. (2006). Phonological Awareness and Reading Intervention. In M. J. Snowling, & J. Stackhouse (Eds. ). A Practitioner’s Handbook: Dyslexia, Speech and Language, 2 nd Edition (pp 167 -197). Whurr Publishers: London and Philadelphia. Mackay, N. (2004). The Case for Dyslexia Friendly Schools. In G. Reid & A. Fawcett (Eds. ), Dyslexia in Context: Research, Policy and Practice, (pp 223 -236). Whurr, London.

Further Reading cont. Muter, V. (2006). The Prediction and Screening of Children’s Reading Difficulties. In M. J. Snowling, & J. Stackhouse (Eds. ). A Practitioner’s Handbook: Dyslexia, Speech and Language, 2 nd Edition (pp 54 -73). Whurr Publishers: London and Philadelphia. Reid, G (2011) Dyslexia: A complete Guide for Parents and Those Who Help Them. Wiley-Blackwell Smith, A. (2001 b). The strategies to accelerate learning in the classroom. In F. Banks & A. Shelton Mayes (Eds. ), Early Professional Development for Teachers (pp 159 -177). Open University. David Fulton Publishers, London. Stackhouse, J. (2006). Speech and spelling difficulties: what to look for. In M. J. Snowling, & J. Stackhouse (Eds. ). A Practitioner’s Handbook: Dyslexia, Speech and Language, 2 nd Edition (pp 15 -35). Whurr Publishers: London and Philadelphia. Taylor, J. (2006). Developing Handwriting Skills. In M. J. Snowling, & J. Stackhouse (Eds. ). A Practitioner’s Handbook: Dyslexia, Speech and Language, 2 nd Edition (pp 229 -252). Whurr Publishers: London and Philadelphia. Wearmouth, J. (2004). Learning from James: lessons about policy and practice for schools’ special provision in the area of literacy difficulties. British Journal of Special Education, Volume 31, No. 2, pp 60 -67.

Plenary Can you go over … again please? I’d like to ask you about …?

GDSS Margaret Mac. Intosh Jane Boron Shawlands Academy 31 Moss-side Road Glasgow G 41 3 TR 0141 582 0217 gw 10 macintoshmargare@glow. ea. glasgow. sch. uk gw 10 boronjane@glow. ea. glasgow. sch. uk @Dyslexia. GCC