Maple Infants' Spring Reading Workshop 2011
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Phonics workshop slides for Maple Infants parents presented by Mrs Brittain and Miss Buglione, March 2011
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Maple Infants' Spring Reading Workshop 2011
- 1. Mrs Brittain and Miss Buglione March
- 5. Blending to read h-a-t hat r-i-ng ring
- 7. Tricky words the no said Key words is that see
- 11. Activity: how many phonemes (sounds) are in these words?
- 19. Time to try phonic activities! Look at the activities on the table and have a go!
Editor's Notes
- Share new books,
- 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