Transcript How to help at home

How to help at
home
• Most important thing – From a very
early age…
• Talking and Listening.
• Reading with and to your child
• Playing listening games
• Singing songs and rhymes
• Simple movement games
All these things will help to build up
connections in the brain, an enjoyment of
language and confidence to try things out.
• PHONICS
• Correct pronunciation
• Correct vocabulary
• We all need to use the same
language at home and at school.
• Little and often is the key. Does
not have to be formal.
• Link it to your child’s interests.
PHONEME
• The smallest unit of sound in a word.
• There are 44 phonemes that we
teach.
• http://www.youtube.com/watch?v=Iw
Jx1NSineE&feature=related
The 44 phonemes
/b/
/d/
/f/
/g/
/h/
/j/
/k/
/l/
/m/
/n/
/ng/
/p/
/r/
/s/
/t/
/v/
/w/
/y/
/z/
/th/
/th/
/ch/
/sh/ /zh/ /a/
/e/
/i/
/o/
/u/
/ae/ /ee/ /ie/
/oe/
/ue/ /oo/ /ar/ /ur/ /au/ /er/ /ow/ /oi/
/air/ /ear/ /ure/
BLENDING
• Recognising the letter sounds in a
written word, for example
c-u-p
and merging or ‘blending’ them in the
order in which they are written to
pronounce the word ‘cup’
SEGMENTING
• ‘Chopping Up’ the word to spell it out
• The opposite of blending
GRAPHEME
• Letters representing a phoneme
e.g.
c
ai
igh
Children need to practise
recognising the grapheme and
saying the phoneme that it
represents.
Once children are good with
single phonemes…
• DIGRAPHS – 2 letters that make 1
sound
ll ss zz oa ai
• TRIGRAPHS – 3 letters that make 1
sound
igh dge
TRICKY WORDS
• Words that are not phonically decodeable
• e.g. was, the, I
• Some are ‘tricky’ to start with but will
become decodeable once we have learned
the harder phonemes
• e.g. out, there,
At home
• Play lots of sound and listening games with
your child.
• Read as much as possible to and with your
child.
• Encourage and praise – get them to have a
‘good guess’.
• Ask your child’s teacher if you want to
know more.
Useful websites
• www.parentsintouch.co.uk
• www.bbc.co.uk/schools/parents
• www.jollylearning.co.uk/
• www.focusonphonics.co.uk/
• www.syntheticphonics.com
In your child’s reading
record
• In Foundation you will find key words at the back
of the book.
• Your children will bring home a yellow book to
work on sounds we are looking at.
• Your child will receive certificates when they can
read more of the high frequency words.
• You will find highlighted targets in KS1 and KS 2
reading records.
• There will be a stamp to show your child has read
to the class teacher in a group.
• Please can you sign to say you have heard your
child read at home.
How will I know my
child’s target?
Word recognition: reading (decoding)
Understanding and interpreting texts
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Decodes CVC words
Decodes CCVC and CVCC words
With support, can apply knowledge of
letters, sounds and analogy with known
vocabulary to solve new words
Recognises common digraphs
Identifies the constituent parts in two and
three syllable words
Recognises familiar words in simple texts
Self-correct more rapidly on-the-run
Understanding and interpreting texts
Grammatical awareness
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Move through text attending to meaning,
print and sentence structure flexibly
Solve new words using print information
along with attention to meaning
Begins to use strategies beyond
picture/phonic cues, e.g. reading on to the
end of a sentence
Knowing how texts work
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Establishes meaning when reading simple
texts aloud; spontaneously re-reads some
sentences with expression
Re-read to enhance phrasing and clarify
precise meaning
Expresses main events or ideas from own
reading of simple texts in response to
questions or prompts
Shows an understanding of the elements of
stories such as character, setting, events
Discuss content of the text in a manner
which indicates precise understanding
With support, draws simple conclusions by
relating information in illustrations and
diagrams to content of text.
Engaging with and responding to texts
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Has confidence to tackle texts in
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unfamiliar formats (e.g. books from sources
other than core reading scheme)
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Manage a greater variety of text types
With support, recognises empathy with
main points in books in relation to own life
experience.
Distinguishes between fiction and nonfiction texts
Comments on interesting or enjoyable
aspects of books