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Reading Phonics Meeting


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Presentation given to parents on developing early reading at Ladbrooke JMI School

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Reading Phonics Meeting

  1. 1. W O R K I N G T O G E T H E R T O D E V E L O P E A R L Y R E A D I N G S K I L L S A T L A D B R O O K E J M I S C H O O L S E P T E M B E R 2 0 1 5 READING AND PHONICS
  2. 2. WHAT IS MY AIM FOR THIS MEETING? • To explain how we begin to teach reading and how we encourage children to want to read. • To explain briefly what phonic teaching is about. • To give some ideas for you to use to support your child’s phonic development and reading at home…or at school. • To give you the opportunity to ask questions.
  3. 3. FIRST STEPS IN READING • We read to the children using good quality children’s books with great illustrations, rich language and lots of features such as repetition and rhyme. Alongside this… • We begin to teach the phonic skills that the children will need to begin to read words independently.
  4. 4. OUR LITERACY FRAMEWORK • Literacy teaching is not JUST about teaching phonic skills …but phonic teaching and learning has a high profile in the Foundation Stage and Key Stage 1 (That is Nursery through to Year 2). • The phonic element of literacy begins in the nursery, but most of it will be covered in Foundation 2 and Year 1. By Year 2 and beyond we are practising skills that have been taught previously. • We use a very successful synthetic phonics teaching programme called Read, Write, Inc. This is an effective programme for teaching early reading, spelling and writing skills. It is used in many schools across the country.
  5. 5. WHAT IS SYNTHETIC PHONICS? A system that teaches the correspondence between written letters (graphemes) and the sounds they make (phonemes) E.g the phonemes associated with the 26 letters of the alphabet + sh, th, ch, ng and also the phonemes associated with various vowel digraphs…ay, a-e, ai, ee, ea etc. There are at least 43 in total! The children learn to blend the phonemes to read a word… …and segment words into parts to spell the word.
  6. 6. CONSONANTS s ss se c ce t tt p pp m mm mb n nn kn gn d dd g gg c k ck ch r rr wr h b bb f ff l ll j g ge v ve w wh x y z zz qu ch ch th sh ci ti ch ng Vowels a e ea i o a u a ai ay a-e ey eigh ee ea e y ey ie e-e igh i-e ie y oa ow o-e oe o oo ue u-e ew ui oo oul ar or aw au oar our ur ir er ure ear ow ou oi oy ear ere eer air are ear ure ire
  7. 7. WHAT HAPPENS IN F1 (NURSERY) • Children work on developing auditory discrimination, that is, listening to sounds they hear around them. They will be learning to distinguish between different sounds. • They will also focus on the sounds in words that have been broken down into individual sounds…so they may be asked to put a finger on their l…i…p…s or to h…o…p around the room. • Some children may begin to learn to recognise letters and blend them to read words.
  8. 8. HOW CAN YOU HELP? • Teach your child nursery rhymes and say them often. • Read and tell stories. • Use the library…buy them books….swap books • Play with words, breaking them into individual sounds and encourage your child to say the whole word.
  9. 9. WHAT HAPPENS IN F2 (RECEPTION)? Lots! • The children learn the 26 letters of the alphabet. • They learn sh, ch, th, ng and then move on to long vowel sounds such as ay, ee, igh, oa, oo. • Beyond that they work on sounds such as er, or, ar and even ear, air and ure. All the time they practise reading and writing words containing these graphemes. They will learn to blend letters to read and segment to spell words. Some words will be green…ie words that can be decoded ..others will be red…that is irregular words (common exception words).
  10. 10. WHERE CAN YOU FIND OUT WHAT THIS MEANS? • There is a website linked to the RWI programme that There are some videos of reception classes learning how to read letters (graphemes), blend letters to make words and even how they begin to write letters and words. This was not filmed at our school but we teach in a similar style so it will give you a flavour of what happens.
  11. 11. RWI READING IN F2 • 11 Get Up This is a copy of the sort of text that the children in F2 first begin to read using the graphemes that they have learnt. • Set 3, Story 9 Snow And what they move on to as their skills progress You may notice that some words are in red, others in normal black. The red words are the common exception words that cannot be decoded…teachers may use a frog puppet called Fred who doesn’t like red words.
  12. 12. RWI WRITING IN F2 • Ditty 3 – I Can… This is an early writing activity that the children will use in F2 • Pink Storybook 4 – The Dressing Up Box Towards the end of the year, many will be able to complete the writing activities here.
  13. 13. HOW CAN YOU HELP? • As the children begin to learn to read and blend the first 20 or so letters the won’t bring a reading book home. They will bring library books, but they are not expected to read these independently at this stage. • During this period help your child to learn to say the sounds using the sounds sheets they will bring home. • Continue to read to your child, discuss stories and say rhymes.
  14. 14. THE NEXT STEP • When they start to bring reading books home, read regularly with your child – every day if possible. • Encourage you child to ‘sound out’ some of the new words in the book. • Discuss the book with your child both before and after they read.
  15. 15. WHAT HAPPENS IN YEAR 1? • The children will practise sounds they already know. • They will learn new ways to write these sounds. E.g. Long ‘a’ can be ai, ay, a-e or even ey ‘air’ can be air, are, ear or even ere. • They will also learn that some graphemes can have more than one sound…e.g ow, oo and ear (think snow/how or boot/book, or fear/bear) These can be seen on our grapheme chart.
  16. 16. HOW CAN YOU HELP? • Continue to listen to your child read as often as possible. • Encourage them to ‘sound out’ more and more of the new words…remind them that er for example is er, not e…r. • Discuss the book…use the ideas suggested in the inside covers.
  17. 17. …AND FINALLY YEAR 2 • Most of the children will complete the final stage of their phonic learning in Year 2. • They will practise all the phonics they have covered before. • They will learn word endings such as ture, tion, cious as well as the rules for adding ed to verbs in the past tense and ing in the present. • They will use their phonic skills to read and spell longer, more complex words.
  18. 18. HOW CAN YOU HELP? • Again…hear them read as often as possible. • Encourage them to use their phonic skills to tackle new words…but help out if you spot an irregular word. • Discuss their books with them. Ask them to retell the story, identify the main characters, the settings and the main events.
  19. 19. WHAT ABOUT IRREGULAR WORDS? • When we have finished teaching all the phoneme/grapheme correspondence that I just mentioned there are fewer than you think. • Those that remain…you just have to learn…particularly if they are high frequency words such as the, they, are, were, their… • We teach these gradually throughout F2, Y1 and Y2. We call them red words.
  20. 20. SUMMARY • Synthetic phonics is a key part in the teaching of early reading skills in F2, Y1 and Y2 (but it’s not the only part). • Children will be taught to read and write consonant and vowel graphemes from F2 onwards. • Children will be taught to blend phonemes to read whole words from the very earliest stages. • Children will also learn to segment words into the constituent phonemes from the earliest stages. This will help them to spell words independently.
  21. 21. SUMMARY (CONTINUED) • Phonics, reading and writing will be taught for up to an hour a day from F2 up to Year 2…but F2 will start with just 15 minutes and build up to an hour. • Parents support is vital. The more children read and practise at home the quicker they master the task of reading and are freed to become independent readers and learners. • Praise is really important. Children need to believe that they are good readers in order to become good readers.
  22. 22. WHAT ELSE DO WE DO TO TEACH READING? Reading is much more than just ‘sounding out’ words so we do other reading activities throughout the day. • We read to the children using fiction and non-fiction texts. This continues even when children can read themselves. • The children read books or passages from books each day during our guided reading sessions. • The children browse through books and read independently from time to time each week.
  23. 23. GUIDED READING • At least once a week your Y1 or Y2 child will work with a teacher for guided reading in group. • In this lesson they will read texts that should challenge them to develop their reading skills. • As soon as they have mastered the basic skills of word recognition they will focus on finding specific details, interpreting the text, commenting on the structure of the text and identifying and discussing a writer’s choice of language.
  24. 24. INDEPENDENT READING Your child will also practise reading in many other situations • Independent reading on their own or with a partner. • Reading to the class teacher or teaching assistant. • Reading to one of our parent helpers. • Reading books, ict resources and various other types of texts in other lessons.
  25. 25. HOME READING BOOKS • From the time your child has developed the basic phonic skills to tackle a proportion of words in a book they will bring home reading books. • Please make brief notes about how they got on in their home reading diary. • Remember that it is often helpful for a child to read the same book more than once…this can help them to learn any new vocabulary and it is also helps them to begin to develop the skills of reading with fluency and expression.
  26. 26. HOME READING BOOKS (CONTINUED) • We send reading books home so that children can practise the skills they have been learning at school…and increase their confidence. • We don’t use one single reading scheme but our books are colour banded to help the children to select the books that match their reading level. • Please don’t feel the need to rush your child through the colour bands. They build confidence through reading successfully and the shorter simpler books also give them good models for their own story writing.
  27. 27. OUR INFORMATION LEAFLET • We have produced a simple information leaflet that will give you some more guidance about ways you can help your child at home…this is on the school website The leaflet contains ideas for the sort of questions that your could ask your child before they begin a book, during their reading and after they have finished the book. Don’t forget that many of the school reading books also have a list of questions that you could use with that particular book inside the front or back cover.
  28. 28. USEFUL WEBSITES • This is good if you want to print off some graphemes or words for your child to practise as they move through each of the stages. • aspx This site has a useful guide to pronunciation of phonemes. • This site has videos demonstrating how reading is taught the RWI way that we use in school. It also has a parent tutorial section with useful videos.
  29. 29. READING APPS There are many apps available to help support early reading and writing. If you want to use one there are reviews online to help you choose. Some things to remember: Look for an app that uses phonics or synthetic phonics It is probably preferable to use an app with U.K. English rather than American English pronunciation. Use apps as an additional support rather than as a replacement for reading and talking to your child about sounds, words and books.