Transcript Reading Workshop

Thursday 27th November 2014
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know what synthetic phonics is and why
it is being taught to your child.
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know the way your child is being taught
phonics at school.
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have some new ideas about how you can
help your child with phonics at home.
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Phoneme- the smallest unit of sound e.g. ‘a.’
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Grapheme- a written letter that makes a sound
(sound symbol).
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Digraph- two letters that make one sound e.g.
‘sh.’
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Trigraph- three letters that make one sound e.g.
‘ear’, ‘air’, ‘igh.’
Recognising the letter sounds in a written word, for
example c-u-p, and merging them in the order in
which they are written to pronounce the word ‘cup.’
Identifying the individual sounds in a spoken word
(e.g. h-i-m) and writing down or manipulating letters
for each sound to form the word ‘him.’
A word is ‘tricky’ if it has a letter-sound
correspondence that is very unusual.
your
some
people
Mr Mrs
should
because
said one are
or has not yet been taught
e.g. like
A ‘high-frequency’ word is one that can be sounded out
but occurs so frequently in books that in order to become
fluent readers the children need to recognise them on
sight.
on at and will
in as that
had
Nursery
Phase 1
Listening to noises:
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Environmental
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Instrumental
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Speech sound discrimination
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Making sounds with their own voices
Nursery
Phase 1
 Teachers plan activities that will help children to listen
attentively to sounds around them, such as the sounds
of their toys and those in spoken language.
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Teachers teach a wide range of nursery rhymes and
songs.
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They read good books to and with the children. This
helps to increase the number of words they know (their
vocabulary) and helps them talk confidently about
books.
Children are not taught alphabetically but in an
order that will enable them to read successfully
immediately.
s
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a
t
p
i
n
How many words can you make with the 6
graphemes above?
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Your child will be taught how to pronounce the sounds
(phonemes) correctly to make blending easier.
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Sounds should be sustained where possible (e.g. sss,
fff, mmm) and, where this is not possible, ‘uh’ sounds
after consonants should be reduced as far as possible
(e.g. try to avoid saying ‘buh’, ‘cuh’).
Reception follow the Jolly Phonics program to teach
actions and reinforce the sounds.
http://jollylearning.co.uk/
Reception
The purpose of this phase is to:
 teach more graphemes, most of which are made of two
letters, for example, ‘oa’ as in boat.
 practise blending and segmenting a wider set of words,
for example, fizz, chip, sheep, light.
 learn all letter names and begin to form them correctly
using the school handwriting scheme.
 read more tricky words and begin to spell some of them.
 read and write words in phrases and sentences.
Reception
 Teach children to read and spell words containing
adjacent consonants (clump, tent) and some
simple compound words (windmill).
 Consolidates knowledge of letters and sounds.
 Introduces adjacent consonants.
 No new phonemes are taught.
 Typical duration: 4-6 weeks.
Year 1
 Children are taught to recognise and use
alternative ways of pronouncing and spelling the
graphemes already taught.
cake
train
play
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a
e
i
o
u
oo
ow
oi
ar
or
air
eer
a-e
e-e
i-e
o-e
u-e
u
ou
oy
a
aw
are
ear
ai
ea
ie
oa
ue
ay
ee
igh
oe
oo
ey
y
y
ow
ew
a
ough
ough
ore
ear
eigh
Spelling and the new curriculum
Children are taught to develop their skill and
automaticity in reading, creating ever-increasing
capacity to read for meaning.
Children are taught spelling patterns and rules such
as word endings (s, es, ly), prefixes and using
apostrophes correctly.
Daily 25 minute whole class phonics input in
which children:
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Recap the phonemes (or sounds) that they have
been learning.
Learn a new phoneme or tricky word.
Learn to write the grapheme (also focussing on
letter formation).
Apply what they have learnt to a game, new word or
a sentence.
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Along with the daily phonics sessions children will
be heard read by their class teacher in a guided
group each week.
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Phonics is reinforced throughout the curriculum.
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Children will expected to use and apply their
phonics every time they are reading and writing
and the teachers will model how to do this
whenever they write.
Useful websites:
 http://www.oxfordowl.co.uk/home/readingowl/expert-help/phonics-made-easy
This is where you can listen to the sounds, register
for free e-books and find many more reading
resources.
 www.phonicsplay.co.uk
Fantastic for interactive games and we use it at
school.
BBC Bitesize
http://www.bbc.co.uk/education/topics/zcqqtfr
Woodlands Games
http://primaryhomeworkhelp.co.uk/literacy/index.htm
And don’t forget to use your child’s logon for the Bug
Club which we subscribe to as a whole school phonics
reading scheme!
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Greater emphasis is placed on cross curricular
reading.
Topic related reading – find out what your child is
studying at school and go to the library or use the
internet to research.
Emphasis on whole reading – deriving meaning
from texts (beyond decoding to higher order skills)
and on reading for pleasure.
Year 2 Spelling and Grammar Test (2016) – formal
work on spelling, grammar and punctuation is taught
during reading and writing.
What is reading comprehension and how can you
help fluent readers?
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Predicting
Clarifying
Questioning
Summarising
Activity Time!!
Predicting involves previewing the text to anticipate
what may happen next. This may begin with looking
at pictures and thinking what the book might be
about or telling their own story using the pictures.
Readers can use the information from the text and
their prior knowledge to make logical predictions
before and during reading.
Although children can be taught to identify difficult
words and work through them, it is much more
difficult for some to recognise unclear sentences,
passages, chapters or ideas.
Clarifying helps children to monitor their own
understanding and identify any problems in
comprehending portions of the text.
Good readers ask questions throughout the reading
process but formulating questions is a difficult and
complex task.
Ask your child to think up some questions for you to
answer. These could start with questions about the
main characters or ideas or some inference
questions – can they catch you out?
To summarise effectively children must recall and
arrange in order only the important events in a text.
Summarising helps readers to construct an overall
understanding of a text, story, chapter or paragraph.
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Talk about the book: before reading, whilst
reading, and after reading.
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Please comment on how your child has read in
their reading record book – your support really
helps us!
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Word games e.g. Scrabble, Boggle, Hangman.
BBC Bitesize.
Audio CDs.
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For early readers, daily reading practice at home
is vital.
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Reading from child’s reading scheme book is
important for progress.
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All children start at different levels and will learn
at different rates but your interest in their
progress is pivotal to their motivation.
We encourage children to read a range of different library books
at home for variation including poems, non-fiction and comics.
It is also beneficial to read a range of books to your children to
immerse them in different language and vocabulary. It is of
great benefit to read to your child from a book that is at a higher
level than their own reading ability.
The breadth of their reading helps them develop their speaking
skills which also plays a key role in their ability to progress well
with their writing.
Does anybody have any questions?