Let the child hold the book - they are the leaders of the session! Emphasise the need for praise and encourgement
Children are taught name as well as sound.
(Recap from Autumn Workshop) Model using letter names initially to try and read the word ‘hat’ e.g. h, a, t Emphasise using the sounds /h/ /a/ /t/ say slowly at first (whilst pressing sound buttons on fingers) then increase the speed until the word is heard
The main aim of phonics is to be automatic fluent readers and writers The high frequency words are words that appear the most in text and children are encouraged to recognise these quickly. There are two types: 1. Tricky words try and ‘trick’ us! If you try to sound out the word ‘said’ you get /s/ /ai/ /d/ Children need to recognise the word as a whole and know it says ‘said’ 2. Key words can be sounded out e.g. /i/ /s/ but should just be recognised as ‘is’ straight away
Children will have also learnt digraphs... 2 letters that make one sound Say the digraphs together and emphasise it’s tricky business! (Use actions/pictures from the phonics scheme you are using to show how the children learn them)
When your child is ready they will begin to read more complex words, these are words containing digraphs (2 letters that make up a sound) Model words such as ‘owl’ /ow/ /l/ And also what to do if the parents aren’t sure of how to sound it out (say the sounds in words as you point underneath the word moving from left to right) Make the noises of the animals with the children to emphasise the sounds Floppy’s Phonics: A Bark in the Night
Using which is most appropriate for your parents – lead activity in 2/3s for parents to have a go at finding out how many sounds are in each word Use the phoneme chart (see yellow card) to support parents in knowing when there are 2 letters which make up one sound Note, this is tricky! But will support parents in helping their children sound out words they are unsure of Re-emphasise the relaxed and enjoyment factor – if the child or parent is finding it stressful then the parent may read the word/whole sentence to support the child understanding the flow of the story
What to do when you have the home-reader book for a week! Talk though games e.g. Having a race to find out how many times the word ‘the’ and ‘I’ were used in the story Writing out a sentence with their child from the book, muddling it up and seeing if their child can put it back to together again. Let the child take a turn too at muddling it up for you, their parent, and allow them to help you when you’re ‘not sure’ how it goes! Find as many digraphs e.g. ‘ee’ as you can, does your child’s chosen digraph e.g. ‘oa’ appear more than yours?
Handout for parents: Early Education – Road to Reading Leaflet
Recap from Autumn workshop (if chosen to share this with parents) The Simple View of Reading has 2 elements... Don’t forget either as both are as important as each other
Talk through ways in which understanding texts are supported in school and how parents can support children at home Emphasise the importance of speaking and listening
Share what reading looks like in your school If possible, show a short clip of a group/guided reading session using an alternative text type Remind parents print in the environment is just as important to help children make connections in reading – it’s not just for school!
Brief touch upon early writing and emphasise how the same phonic strategies are applied as they are in reading – here, it is just the reversible process of segmenting
Parents can help at this stage by supporting the children’s pencil grip (modelling the correct grip and reminding them of ‘frogs legs’ – however, don’t hinder the writing process by insisting upon correcting the grip at the time of writing!) The ‘pinch and flick’ (think ‘bend and snap’ from Legally Blonde!!) – a technique to help children hold the pencil correctly... Point the pen or pencil pointing towards you, take your thumb and first finger to pinch each slide of the pencil, then holding the pencil – flick the pencil backwards to that it rests upon your hand... ready to write Emphasise formation of letters means the correct movement e.g. Anticlockwise movement and retracing of vertical lines. Model correct and incorrect letter formation Praise is so important – even if it doesn’t look like writing always ask ‘what does it say?’ and praise the children’s marks Help children to write their name, concentrating on the correct letter movement – do this in trays of dry lentils/rice, on their back in the bath with your finger, writing in the steamed up mirror Some children feel more confident with temporary forms of mark making
Phonics session in class to show parents how their children are applying the sounds they have learnt in reading (with digraphs if children are at this stage to show parents a similar task to the one they have tried this afternoon) Activities in class all based on mark making and handwriting – showing parents the value and importance of both fine and gross motor skills
digraphs (2 letters that make one sound) <ul><li>sh th </li></ul><ul><li>ch ng </li></ul><ul><li>ee or ai oa </li></ul><ul><li>ie oo ( oo) ue </li></ul><ul><li>ar er oi ou </li></ul>Consonant digraphs Vowel digraphs
Phases in phonics <ul><li>Phase One – Hearing sounds (Nursery) </li></ul><ul><li>Phase Two – Learning the sounds and starting to blend for reading and segment for spelling. (Reception autumn term) </li></ul><ul><li>Phase Three – Vowel diagraphs </li></ul><ul><li>(Reception Spring/Summer) </li></ul><ul><li>Phase Four – CVCC words for example ‘tent’ and CCVC words for example ‘drop’ and CCVCC words for example ‘crunch’ and ‘ground’ </li></ul><ul><li>(Reception Summer, Year One Autumn) </li></ul><ul><li>Phase Five – Alternative spellings and pronunciations for example ‘play’ ‘cake’ rain’ ‘fin’ and ‘find’ (30 weeks) </li></ul>
Activity: how many phonemes (sounds) are in these words?
Word games to play with the reading book <ul><li>High frequency word hunt e.g. the, said </li></ul><ul><li>Sentence chop </li></ul><ul><li>Digraph spotter race </li></ul>
<ul><li>Phonics is important, but don’t stop the focus here... </li></ul><ul><li>Draw children’s attention to the picture to help work out what they are reading </li></ul><ul><li>As questions to help your child think about what is going to happen next... etc. Talk about the story, what you have read together. </li></ul>
Language Comprehension <ul><li>Supported in school by... </li></ul><ul><li>Support at home by... </li></ul><ul><li>Small world play </li></ul><ul><li>Puppets </li></ul><ul><li>Role-play </li></ul><ul><li>Paintings/models of stories/characters </li></ul><ul><li>Dressing up </li></ul><ul><li>Drawing pictures of favourite characters and making up stories for them </li></ul><ul><li>Sock puppets </li></ul><ul><li>Talking about stories </li></ul>
What reading looks like in school <ul><li>1:1 reading </li></ul><ul><li>Group/guided reading </li></ul><ul><li>Using a wide range of text types </li></ul><ul><li>Remember to draw attention to print in the environment at home too </li></ul>Video clip of Guided Reading group
<ul><li>Children are expressing their love of stories, known characters, own ideas and are keen to write these down </li></ul><ul><li>Children are encouraged to write down the sounds they can hear in the words ( oral segmenting is very important to observe at this stage as recall of the correct letter shapes is a higher level skill) </li></ul>
Helping at home... forming letters <ul><li>Encourage ‘frogs leg’ pencil grip (pinch and flick!) </li></ul><ul><li>Movement of letter shapes is of most importance (not neatness!) </li></ul><ul><li>Encourage and praise all ‘writing’ </li></ul>
Time to try phonic activities! Look at the activities on the table and have a go!
Any questions? <ul><li>Thank you for coming. </li></ul>