Transcript Reception class PACCT Workshop

PACCT Workshop
Reading
Reception Class
2016
Our aim
We want our children to develop a love of reading
We want them to be enthusiastic and confident
readers
Promoting positive attitudes to reading
Home:
- Offer a variety of different texts e.g. newspapers, recipe books
- Read for enjoyment e.g. bed time story
- Point out print when out and about e.g. signs
- Visit the library
- Encourage story telling using the pictures, role play, puppets etc.
Your child’s reading journey starts at home with you
and continues into school.
We continue to promote positive attitudes to reading
in school in a variety of ways….
Promoting positive attitudes to reading
School:
- Provide environmental print e.g. newspapers, phonebook, catalogue,
recipe book in the home corner, seed packets in the garden, familiar logos
(ASDA, Google)
- Provide a variety of books in the reading corner
- Each week we focus on a story e.g. Elmer, The Rainbow Fish
- Always end of the day with a story
- Regular visits to the library
We introduce phonics to the children to enable them
to take the next step on their reading journey…
independent reading
Phonics
What is phonics?
Phonics is the teaching of letter sounds and the way of writing those sounds
down.
*the letter sound not it’s name
It teaches children to be able to listen carefully and identify the sounds that
make up each word. It helps them to learn to read words and spell words.
Terminology
Blending:
t – o – p, top
p – i – n, pin
Segmenting:
run, r – u – n
leg, l – e – g
Terminology
VC words - vowel and a consonant
at, in, on, an, as, it, is, up, am
CVC words – consonant, vowel, consonant
sat, pan, ten, got, pig, mud, dog
Terminology
High frequency words or ‘tricky’ words words where the letters do not correspond to the sounds the children know.
sounds the children know.
no, said, was
Phase 2
Purpose of this phase:
- Move children on from oral blending and
segmenting to blending and segmenting with
letters.
Blending: t – o – p, top
Segmenting: leg, l – e – g
- By the end of this phase many children should be
able to read some VC and CVC words and spell
them.
VC words: at, in, on, an, as, it, is, up, am
CVC words: sat, pan, ten, got, pig, mud, dog
- Phase 2 will introduce reading two-syllable words
and simple captions.
Two-syllable words:
sunset, rooftop, farmyard, tinfoil, bedroom
Simple captions:
a cat on a bed
get off the bus
pack a pen in a bag
a cat and a big rat
- Learn to read high frequency/‘tricky’ words:
the, no, go, to, she, he
Ultimate goal of phonics:
word recognition - automatic reading of all words on
sight
How is it taught??
- Phonics is taught every day for 20
minutes
- One set of letters are taught each
week
Set 1:
Set 2:
Set 3:
Set 4:
Set 5:
s
i
g
ck
h
a
n
o
e
b
t
m
c
u
f,ff
p
d
k
r
l,ll
We follow the same sequence of teaching every day:
- Revisit and review
Practise sounds we have already learned
- Teach
Teach a new letter
Teach one or two tricky words
- Practise
Practise reading and/or spelling words with the new letter
- Apply
Read or write caption (with the teacher) using one or more high-frequency ‘tricky’ words and
words containing the new letter
End of phase 2
- Children should know around 19 letters and be able to blend
sounds to read VC words and segment VC words to spell.
- Many children will be able to read and spell CVC words but
not all.
- All children should be able to blend and segment CVC words
orally.
Phase 3
The purpose phase 3
- Continue to practise CVC blending and segmentation and apply
this knowledge to reading and spelling simple words and
captions.
- Learn letter names, A B C D E
• Read more ‘tricky’ words and begin to learn to spell some of
these words
Set 6 and 7 are taught.
Set 6:
Set 7:
j
y
v
z,zz
w
qu
x
Children then move on to digraphs (two letters together that make one sound).
ch
sh
th
ng
ai
ee
igh
oo
oo
chip
shop
thin
ring
rain
feet
night
boot (long)
look (short)
ure
er
ar
or
ur
ow
oi
ear
air
sure
corner
farm
for
hurt
cow
coin
dear
fair
We follow the same sequence of teaching every day:
- Revisit and review
Practise sounds we have already learned
- Teach
Teach a new letter
Teach one or two tricky words
- Practise
Practise reading and/or spelling words with the new letter
- Apply
Read or write caption (with the teacher) using one or more high-frequency ‘tricky’ words and
words containing the new letter
Children have a sound mat in the front of their home
activity book to practise at home.
*there are corresponding rhymes with each sound to help with letter recognition
and letter formation.
We will send home an introductory letter for phonics
with suggested activities and guidance
Guided Reading
We will send home an introductory letter for reading
with suggested activities and guidance
Guided Reading
All children will receive reading books in the next
week or two.
They will receive:
- a picture book and/or a book with words to blend
- a tricky word book
Tricky word book
Books that target tricky words.
Children use picture clues to ‘guess’ what it might say
The focus is on reading the tricky words on sight
Tricky words
Tricky words will be sent home each week to practise
Two guided reading sessions a week
- We teach reading strategies to children
*Children will read with a partner – taking turns to read. They will eventually read within
a small group
Home reading
- Children practise and apply strategies with you
Strategies used:
Segmenting and blending
Using picture clues
Reading on sight
Children pointing to the words as they read
Reading by memory
Missing words out
The children will keep their reading book for a week before
it is changed
- Read it several times
- Build their confidence
- Make it an enjoyable experience
- Play suggested games
Book bags need to be in school every day
Reading record
Each time children read, record:
- Sounds/words they struggled with
- Achievements
Comments will be read by adults