Transcript Helping your child to read. - St Michael`s CE Primary School

Helping your child to read.
Presentation Reception Parents
and Carers.
Decemer 2016
St Michael’s CE Primary School
Phonics and reading
Letters and Sounds
The school follows the Letters and Sounds
synthetic phonics programme
and draws on resources from Jolly Phonics
Learning Letter Sounds
Learning to read and write is complex!
•Spoken English uses about 42 sounds:
phonemes.
•These phonemes are represented by letters:
graphemes.
In other words…
a sound (phoneme) can be
represented by one letter
(grapheme) e.g.
or
‘s’
a group of letters e.g. a digraph ‘th’
or a trigraph ‘igh’
AND
There are sometimes more than one
way to represent a sound
e.g ‘igh’ ‘i-e’ ‘–y’ !!
Synthetic Phonics
Children are taught to read letters or groups of
letters by saying the sound(s) they represent.
They are then taught how to read words by combining
the sounds together, from left to right, to make
words 'blending‘
and how to listen and isolate different sounds within
words 'segmenting'.
N.B. Oral segmenting and blending of words before
your child even knows what letters are is vital.
As soon as children know a few letters
(satpin) they can begin to read and spell
words containing those letters.
Your child will bring home sets of words to
practise their recognition and blending skills,
such as:
at
sat
pat tap
sap
pit
IMPORTANT: Please note these words are not be taught as sight words nor
remembered without giving thought to the individual letters and sounds.
Your child should read the sound for each letter and then blend it to read the
word.
You can also cut up the words and make sentences.
Of course once they can read them on sight they no longer need to segment
and blend each word.
High frequency and ‘tricky’ words
There are 100 high frequency (common) words that recur
frequently in much of the written material young children read and
that they need when they write.
High frequency words have often been regarded in the past as
needing to be taught as sight words – to be learnt as visual
wholes.
The vast majority of these words are, however, decodable
once letter sounds have been taught.
E.g.
and
may at one time been taught as a sight word using flash cards,
however it is fully decodable:
a–n-d
and children should start by segmenting a blending such words to
decode them. As they read these words many times in text they
will become ‘sight words’ or words that children can read ‘on sight’.
However …
To read simple sentences, it is necessary for
children to know some words that have
unusual or untaught spellings.
These are known as ‘tricky’ words and need to
be learned by heart. It should be noted that,
when teaching these words, it is important to
always start with sounds already known in
the word, then focus on the 'tricky' part.
e.g. said
High frequency ‘tricky’ words to be
learned during Phases 2 and 3
the to
I
go
no he she we
me be was my
you they her all
are into
These words will be sent home each week, on cards, as children learn
them. Please use these with the decodable words already sent home to
make sentences to read.
Sound Buttons for Reading and
Spelling
• Dots for phonemes for spelling
• --- And dots and dashes for graphemes,
digraphs and trigraphs when reading!
cat
think
ring
Reading Progression
The idea is for children to become skilled in all these areas as
they progress in their reading, at their own rate.
Reading books and the words and/or sentences brought home
are levelled within the Letters and Sounds phases.
Your child may be at one level for a short while or maybe
longer.
It is not a race to progress through the book levels!
Several books at each level may need to be read for your
child to experience the high frequency words they need to be
able to read in more complex texts.
It is also useful to re-read texts to improve fluency and to
ask comprehension questions.
It is vital that children are given texts
to read that they can easily decode and
blend using only letters, and tricky
words they have learnt so far.
This will ensure that they develop the
skills of segmenting and blending as the
first method to read a word rather
than develop default skills such as
guessing.
What about ‘real’ books?
As your child becomes more proficient in segmenting
and blending, they will bring home books with captions
and words which use graphemes they have learnt so
far.
Additionally,they will bring home a freely chosen
library book for you to read with them.
They should attempt to read words they can decode
using letters learnt so far and read high frequency
words they have learnt.
They can also attempt to read un-decodable words by
sounding out graphemes they know, with an adult then
reading the word and helping with unusual
pronunciations. This will encourage new vocabulary and
promotes ‘self-teaching’.
How can you help your child with
all this?
• Ask them questions as you read with them
• Discuss the meaning of new words
• Discuss the meaning of any figurative
language
• Ask them to guess what will happen
• Fluency – modelling, paired reading, rereading.
Basically, enjoy reading and talking about
and around books! All books!
How can you help your child with
all this?
• Enjoy reading with your child; don’t
make it a chore – make it fun!!
• Use the strategies above as you read
with your child, not as a list of tasks to
work through.
Reading with your children.
• Setting
• Decoding
• Comprehension
THE GOOD AND THE BAD!!!
Thank you
Questions
Useful phonics websites
http://www.letters-and-sounds.com/phase-2-games.html
www.phonicsplay.com
http://www.bbc.co.uk/bitesize/ks1/literacy/
Pronunciation of phonemes
https://www.youtube.com/watch?v=BqhXUW_v-1s