Transcript Parent morning powerpoint Phonics and Reading

Phonics and Reading Parents’
Information Morning
Wednesday 4th November 2015
Aims of today’s workshop:
• Understand the new curriculum and
what Phonics and Reading are
• Encourage partnership
• Support
The New National Curriculum
• Lots of similarities to the old curriculum but some
different terminology and emphasis
• Broken into KS1, Lower KS2 and Upper KS2
• Reading (word reading and comprehension)
• Word reading = phonics, word families, spelling patterns
etc…
• Comprehension – understanding the text, answering
questions about it etc…
PHONICS
• Phase 1 - (usually done prior to starting school)This is an
important stage, as the ears are beginning to tune into the
important sounds they can hear, and discriminate.
• Phase 2 - Class R, basic sounds, blending and segmenting, CVC
words, tricky words
• Phase 3 – Class R, digraphs, sentences
• Phase 4 – revision, more tricky words and sentence
• Phase 5 – alternative spellings
How can I help?
• Sing an alphabet song together
• Play ‘I spy’
• Continue to play with magnetic letters, using
some two-grapheme (letter) combinations, eg: rai-n = rain blending for reading
rain = r-ai-n segmenting for spelling
• Praise your child for trying out words
• Ask for a list of tricky words
• Create phonic games with a timer
• Play pairs
Don’t worry if they get some wrong!
These sounds and words are hard to
remember and need plenty of practice.
The New National Curriculum
Spelling Appendices and word reading
R, 1 and 2 – Letters and sounds document (linked to spelling
appendices)
Spelling appendices – expectations in reading also
• Year 1 - more than one syllable that contain taught GPCs, –s, –es, –
ing, –ed, –er and –est endings, read words with contractions [for
example, I’m, I’ll, we’ll], and understand that the apostrophe
represents the omitted letter(s).
• Year 2 - read accurately words of two or more syllables that contain
their graphemes from phonics, read most words quickly and
accurately, without overt sounding and blending, when they have
been frequently encountered .
The New National Curriculum
• 3 & 4 – root words, suffixes (information, adoration,
sensation, poisonous, dangerous,), prefixes (interact,
international, supermarket, superman), exception words
(measure, adventure), homophones (accept/except),
Possessive apostrophe with plural words (babies’).
• 5 & 6 – word endings (–cial and –tial, official, partial, –
ent and –ence/–ency –ant and –ance/–ancy ) innocent,
innocence, observant, observance,) letter strings (ough ought, bought, enough cough), Words with ‘silent’ letters
(doubt, island, lamb, solemn, thistle, knight),
Homophones (advice/advise).
Reading Comprehension
• Year R - 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.
• Year 1 – develop pleasure and motivation for reading,
listen to and discuss a wide range (including ones
above their level), make links to own experiences,
being able to re-tell stories and recite poems,
discussing word meanings, re-reading for sense,
discussing title and significant events, making
inferences, making predictions.
Reading Comprehension
• Year 2 - discussing the sequence of events, becoming
increasingly familiar with and retelling a wider range
of stories, being introduced to non-fiction books,
discussing their favourite words and phrases,
continuing to build up a repertoire of poems learnt by
heart, checking that the text makes sense to them as
they read and correcting inaccurate reading, making
inferences, answering and asking questions, predicting
what might happen.
Reading Comprehension
• Lower KS2 (3 & 4) -reading books that are structured in different
ways and reading for a range of purposes, using dictionaries,
increasing their familiarity with a wide range of books, including
fairy stories, myths and legends, and retelling some of these orally,
identifying themes and conventions of a range of texts, preparing
poems and play scripts to read aloud, discussing words and
phrases that capture the reader’s interest and imagination,
recognising some different forms of poetry, asking questions to
improve their understanding of a text, drawing inferences such as
inferring characters’ feelings, thoughts and motives from their
actions, and justifying inferences with evidence, predicting what
might happen from details stated and implied, identifying main
ideas drawn from more than one paragraph and summarising
these, participate in discussions, retrieve and record information
from non-fiction.
Reading Comprehension
•
Upper KS2 (Years 5 and 6) - maintain positive attitudes, increasingly
wide range of fiction, poetry, plays, non-fiction and reference books or
textbooks, including myths, legends and traditional stories, modern fiction,
fiction from our literary heritage, and books from other cultures and
traditions, recommending books that they have read to their peers, giving
reasons for their choices, identifying and discussing themes and
conventions in and across a wide range of writing, making comparisons
within and across books, learning a wider range of poetry by heart, perform
showing understanding through intonation, tone and volume so that the
meaning is clear to an audience, inferences, predicting, summarising,
discuss and evaluate how authors use language, including figurative
language, considering the impact on the reader, distinguish between
statements of fact and opinion, retrieve, record and present information
from non-fiction, participate in discussions about books that are read to
them and those they can read for themselves, building on their own and
others’ ideas and challenging views courteously, explain and discuss
their understanding of what they have read, including through formal
presentations and debates, maintaining a focus on the topic and using
notes where necessary, provide reasoned justifications for their views.
Reading
‘Children are made readers on the laps
of their parents’
Emilie Buchwald
• Teaching reading: phonics
• Shared reading (Big books/SMARTboard)
• Guided reading
•Reading Comprehension lessons
• Genres: Fiction, non-fiction, poetry, plays
• Individual reading books
• Library books
Reading
Supporting your child at home …
• Focus on letter sounds and names in Early Years
• Choose books that are interesting to your child –
anything at all!
• Provide a comfortable area for reading enjoyment
• Set a routine time for reading that’s not assigned, eg. at
bed time or after dinner.
• Discuss the story
• Read to them and have them read to you
•Question list handout
What are you going to see today?
• Year R/1/2 – Phonics sessions
• Year 3/4/5/6 – Guided Reading
sessions