Transcript Reading Evening

Reading Evening
While you wait have a read of the descriptors for Development Matters Early Years
for reading:
40-60 Months
• Continues a rhyming string.
• Hears and says the initial sound in words.
• Can segment the sounds in simple words and blend them together and knows which
letters represent some of them.
• Links sounds to letters, naming and sounding the letters of the alphabet.• Begins to
read words and simple sentences.
• Uses vocabulary and forms of speech that are increasingly influenced by their
experiences of books.
• Enjoys an increasing range of books.
• Knows that information can be retrieved from books and computers
Early Learning Goal
Children read and understand simple sentences. They use phonic knowledge to decode
regular words and read them aloud accurately. They also read some common
irregular words. They demonstrate understanding when talking with others about
what they have read.
What we will try to cover
• Development Matters Early Years – Reading
• Phonics- RWI speed sounds lessons, handwriting
sayings, Fred talk
• RWI- Story books
• Red words
• Making reading enjoyable
• Helping when they get stuck
• Comprehension
• Reading books, book boxes and the library
• Reading diaries: stars, helping hand, comments
Development Matters: Reading
40-60 Months
• Continues a rhyming string.
• Hears and says the initial sound in words.
• Can segment the sounds in simple words and blend them together and knows
which letters represent some of them.
• Links sounds to letters, naming and sounding the letters of the alphabet.
• Begins to read words and simple sentences.
• Uses vocabulary and forms of speech that are increasingly influenced by their
experiences of books.
• Enjoys an increasing range of books.
• Knows that information can be retrieved from books and computers
Early Learning Goal
Children read and understand simple sentences. They use phonic knowledge to
decode regular words and read them aloud accurately. They also read some
common irregular words. They demonstrate understanding when talking with
others about what they have read.
Speed Sounds Set 1
The children are taught sounds in these groups:
masdt
inpgo
ckub
f e l h sh r
jvyw
th z ch qu x ng nk
They learn to:
• Say the sound (stretched or bounced)
• Read the sound
• Write the sound
• Sound-letter pictures are used to help the children
learn these sounds quickly.
• This is us in action! (play clip on Tavistock website)
Speed Sounds Set 1 - Word Time!
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Once the children know a group of sounds they:
Make words with magnetic letters for reading and
spelling.
Read the corresponding Green Word cards in Fred
Talk (sound blending)
Spell the words using Fred Fingers (finger spelling)
While children practise reading these words they
learn the next set of sounds. This activity is known as
Word Time!
Once the children can read and blend all the Set 1
sounds into words they start the Storybooks and Get
Writing! books. (Show video)
Meet Fred!
Fred is used for sound blending with word
cards (Fred Talk) and finger spelling
(Fred Fingers).
Red Word Cards
In addition to the Green Word Cards that are
used to practise word blending for reading
we have Red Word Cards to practise
reading words with tricky spellings.
Each child will have a zippy folder for the Red words –
to work on at home.
RWInc has five underlying
principles:
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Pace
Praise
Purpose
Participation
Passion
Take a look at phonics resources and ask
questions so far.
Still to come : reading at home, reading diaries
and book changes
Reading is fun!
Reading is fun!
 Anywhere, out and about, shopping, labels,
signs
 Anything
 Playing reading games, matching words, Snap,
I spy
 Let them see you reading, role model
 Follow your child’s lead
 Enjoyable shared experience!
How can we help them
when they get stuck?
 Sound it out, get them to say each sound e.g.
c-a-t, if they cannot hear the word I would
then say c-a-t getting quicker each time
 Look at the pictures - could they help the
children?
 Help them with the sound they are finding
hard e.g b-a-t - they are saying d-a-t instead
What are we reading?
Comprehension....
 Reading isn’t all about being able to read.
 Do they understand what they are reading?
 Ask them questions after every couple of
pages: Can you tell me what has happened?
Who has fallen off their bike? How do you
think they are feeling? Predict - how will the
story end?
Reading books, book boxes
and the library
 Reading books get changed on a Monday then
you get to keep it for the week
 Classroom book boxes: you can bring them
back and change them each day as frequently
as you would like - don’t forget to sign them
out
 The library - lunchtimes and after school on a
Thursday, joining a local library too.
 Changed frequently
Reading diaries
 Stars: Every time you read a book, a sign, an
invitation you can colour in 1 star every day.
Bronze, Silver, Gold and Diamond
 Comment: jot in the diary what reading you
have done and how they found the book,
positive comments and any difficulties.
 Helping Hand :to give ideas on how to
emphasise different areas of reading with
your child.
Thank you.