Transcript Phonics Workshop - Templefield Lower School

READING WORKSHOP FOR PARENTS
Learning to read
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Reading skills are like building blocks. To learn to
read well, children need the blocks of knowing the
sounds of letters (phonics) and the blocks of
knowing the meanings of words (vocabulary), word
parts (grammatical markers) and groups of words
(overall meaning or semantics). To build these
foundations of reading, children need effective
reading instruction.
Interesting article ‘Howdo children learn to read’ at
www. reading rockets.org
Phonics
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A phonics approach focuses instruction on learning
to associate printed letters and combinations of
letters with their corresponding sounds. Phonics
instruction gives children strategies to unlock or
decode words.
Phonics and Early Reading
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Follow the Bug Club Scheme from Foundation into
KS1.
Learn and introduce new sounds in line with the
scheme.
Practise knowing the sounds they make.
Apply the sounds knowledge to reading and writing
words.
Learn spellings with phonic patterns.
Provide reading scheme material phonic and sight.
Bug Club
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Introduces new sounds starting with s, a, t and p.
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Learn the names and the sounds the letters make.
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Practise blending these letters to make words.
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Practise using these letters to make words.
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Practise letter formation (small and capital).
Bug Club
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As the scheme continues more sounds are introduced.
There is time to revise the skills using previously learnt
sounds.
Continual practise recognising, reading, word building
and letter formation with new sounds.
Apply knowledge in word games and in sentences.
Naming the letters
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The alphabet song is sung at the start and end of
each session.
This helps children to learn the names of the letters.
This also helps children to find the letters with ease
for word building.
Clearly identifying a ‘letter name’ as opposed to a
sound.
At home please focus on the
sounds the letters make and
NOT the name.
This is essential for blending words.
sh - o - p
= shop
l - ou - d
= loud
c - l - ow - n = clown
At home don’t be worried about
giving a part of a word (like
the ou in loud) and then letting
the child sound and blend.
Examples from Bug Club:
Learning the sounds
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All children are assessed on phonics and reading
throughout the term.
Some children may receive sets of sounds to
practise at home.
Home Support Booklet shows the progression of
sound knowledge with red lettering used to identify
key sound.
Visual learners
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For visual learners, phonics may not be the most
accessible approach to reading.
Word cards are used so that children can ‘memorise’
the word, by looking at the shape and position of the
letters.
Reading tricky words (non
phonic)
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Some words are impossible for children to sound
out.
These are learnt through visual recognition.
All children are assessed on sight words and
reading throughout the term.
Some children may receive sets of HFW (high
frequency words) and/or MFW (medium frequency
words) throughout KS1.
Home Support Booklet shows the progression of
sight word knowledge (reading and spelling).
Reading books
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In Foundation, the class teacher listens to individual
readers once per fortnight. Other adults
supplement this.
There are two formal Communication and Listening
lessons per week in which the children talk about
books that are read with them.
Children read individually and in groups in KS1 and
KS2 from the ‘guided reading’ scheme.
eBooks (on the whiteboard) and book sets from
Phonic Bugs are used in Year 1 and 2.
Reading books
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We will assess your child’s reading on a regular
basis.
Each stage on the reading scheme is a set of National
Curriculum levelled books.
Children can be moved up a level where necessary.
No need to read every book!
In KS2, children change their own reading books and
can self select within a colour level.
Reading books
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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.
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.
Reading books
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Use ‘Getting the best from your reading at Key
Stage 1’ in the Home Support book to encourage
comprehension, summarising and finding links
between books.
Also relevant for books that have been read to
your child or story tapes that they have listened to,
TV programmes that they have watched.
Reading at home
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For early readers, daily reading practise at home is
vital.
Reading from child’s reading scheme book is
important for progress.
It is also of great benefit to read to your child from
a book that is at a higher level than their own
reading ability.
Word games e.g. Scrabble, Boggle, Hangman.
BBC Bitesize.
Audio CDs.
Reading intervention
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Reading is developmental.
Intervention programmes can be put into place at
any time.
By KS2 fewer children have sustained issues with
reading but individual reading plans and extra
support are available.
New National Curriculum
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Greater emphasis 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.
SPAG – formal work on spelling, grammar and
punctuation.
SPAG
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Example from Bug Club
All children start at different
levels and will learn at
different rates but your interest
in their progress is pivotal to
their motivation.