Transcript Reading Meeting 2015 - Reception

Locking Stumps
Reading Meeting
Development Statements for
Reading- 30-50 months
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Enjoys rhyming and rhythmic activities.
Shows awareness of rhyme and alliteration.
Recognises rhythm in spoken words.
Listens to and joins in with stories and poems, one to one and also in small groups.
Joins in with repeated refrains and anticipates key events and phrases in rhymes and
stories.
Beginning to be aware of the way stories are structured.
Suggests how the story might end.
Listens to stories with increasing attention and recall.
Describes main story settings, events and principal characters.
Shows interest in illustrations and print in books and in the environment.
Recognises familiar words and signs such as own name and advertising logos.
Looks at books independently.
Handles books carefully.
Knows information can be relayed in the form of print.
Holds the book the correct way up and turns pages.
Knows that print carries meaning and, in English, is read from left to right and top to
bottom.
Development Statements 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.
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.
How children learn to read.
•
•
•
•
•
Sight vocabulary
Repetition
Visual clues
Context clues
Phonological awareness: linking letters &
sounds.
• Experience
• Enjoyment
What happens in school?
Formal
Informal
e.g.
e.g.
Structured phonics teaching
Modelling
‘Group reads’
Independent reading
Shared reading
Structured word and
sentence level work
 High frequency word work
 ICT






Games
Songs
Outdoor activities
Environmental print/ labels
Writing table/ book corner
Headphones/ listening
centre
 Write & wipe boards
 Messages
 ICT






..and much more!!
Letters and Sounds
A structured 6 phase
programme for the teaching
of phonics.
• Uses listening activities, songs, stories and rhymes to
engage children.
• It teaches graphemes and phonemes and how to blend
and segment words.
• The aim is the automatic reading of all words, both
decodable and tricky.
What will come home?
• Reading books: usually 2 in a week. (Please remember
that in addition to these your child will use another book
during their group read and Big Books in school)
• Key words: Each phase in Letters and Sounds teaches
high frequency words. In Foundation Stage we aim to
learn both Phase 2 and Phase 3 words. That’s 32 and 24
words respectively. These will be sent home, usually in
sets of 5, to learn.
• Letters and Sounds: A sound book and some action
strips.
• Later in the year, a spelling journal that reinforces key
word knowledge.
Please keep everything together in your child’s reading
folder along with the reading record book and send it
each day. We have a time table for the different activities
on the front of your keyword folder.
How can you help & support?
• By staying relaxed and calm!
• Be a role model: let your child see that you enjoy reading.
• Enjoy stories and poems together. Re-read favourites and
encourage prediction.
• Read signs, packets, coins, tickets, sweet wrappers,
stickers……….
• Use the library.
• Try an activity each day. Short, positive input as your child’s
concentration dictates. A little and often!
• Feel free to put comments in the reading record book. If there
is no message simply date and initial so that we get an
idea of whether it’s appropriate to change the materials.
We all get busy and have nights when nothing gets done!
• Be positive, encouraging and offer praise.
• Avoid comparisons with other children or siblings.
• Remember that every child is a learner, taking steps of
different sizes.
School Handwriting Scheme
• Cursive font
abcdefghijklm
nopqrstuvwxy
z
Busy Things
• Computer program which covers all the
areas of Early Years Foundation Stage
• Enhances learning
• Will include different levels to teach all
children
• With the password it can be accessed
from home.
Username: fs1
Password: can