Transcript How to help at home - Ripple Primary School

Phonics and Reading
Workshop for Year 1 Parents
Tuesday 8th December 2015
Programme
• Welcome and Overview of session.
• The 6 Phases of teaching phonics.
• Reading at home demonstration.
• Games and resources to use at home, including useful
websites.
• Questions.
Learning to Read and Write
Before Letters and Sounds
• Speaking and listening skills are vital for later success in
reading and writing.
• The greater the vocabulary a child has, the easier they should
learn to read and write.
• Reading is not only about decoding words – other things can
help us to learn to read, e.g. pictures, meaning.
Teaching Phonics
• The teaching of phonics involves teaching children about the
relationship between letters and the sounds they make.
• Phonics teaches children to use their knowledge of letters and
sounds to read and write words.
Five Basic Skills for Reading and
Writing
1. Learning letter sounds.
2. Learning to form letters correctly.
3. Blending sounds to read words.
4. Identifying and separating sounds in words (segmenting) to
spell words.
5. Spelling tricky words.
The 6 Phases
Phase 1-3 (EYFS)
• Phase 1 (Nursery) Showing an awareness of rhyme and
alliteration, exploring and experimenting with sounds and
words, beginning to orally blend and segment phonemes.
• Phase 2 (For 6 weeks in Reception) Learning the first 19 letters
of the alphabet and one sound (phoneme) for each, blending
sounds for reading and segmenting for spelling simple words,
e.g. cat, dog, understanding that we can write sounds
(phonemes), reading simple captions.
• Phase 3 (For 12 weeks in Reception) Learning 7 more
letters of the alphabet and their written form (grapheme),
reading and spelling a wide range of simple cvc words, reading
and spelling some words with 2 letter graphemes, e.g. chip,
moon, night, reading simple captions and sentences.
Blending
Recognising the letter sounds in a written word, e.g. cu-p, and ‘blending’ them in the order in which they
are written to pronounce the word cup.
Segmenting
‘Chopping Up’ the word to spell it out.
The opposite of blending.
Phase 3 - Letter Progression
Graphemes:
ear, air, ure, er, ar, or, ur, ow, oi, ai, ee, igh,
oa, oo
Pairs of letters (Consonant digraphs):
ch, sh, th, ng.
Letter Progression:
Set 6 j, v, w, x
Set 7 y, z, zz, qu
Phase 4
( Reception for 4-6 weeks)
Continue to practice skills taught in Phase 3 and start
to blend and segment more complex words, e.g.
went
stand
shrink
Once children are good with
single phonemes…
• DIGRAPHS – 2 letters that make 1 sound
ll ss zz oa ai
• TRIGRAPHS – 3 letters that make 1 sound
igh dge
Phase 5
(throughout Year 1)
Teaching children more ways of pronouncing
graphemes already taught, e.g. a can make a
different sound as in cat, bath, plate.
Phase 6
(throughout Year 2)
• Children learn about different ways of spelling words
that sound the same, e.g. see/sea, bed/head.
• Adding new bits to the beginning of words (prefixes)
and to the end of words (suffixes).
• Becoming more fluent in using all of the skills and
knowledge learned in phases 2 to 5.
Teaching Letter Sounds
(Phonemes)
• Correct pronunciation is vital.
• We all need to use the same language at home and
at school.
• Little and often is the key.
• Try to make activities fun. If your child is enjoying
activities they will learn more.
Tricky Words
• There are many words in the English language that
cannot be read using phonics. Children need to be
taught these separately and simply recall them from
memory.
• Some are ‘tricky’ to start with but will become easier
to work out once we have learned the harder
phonemes, e.g. out, there.
The Alphabet
… don’t forget to practice
saying or singing the
alphabet with your child.
This is a really important skill
that they need for later
learning!
General strategies used for
reading in school
 Daily whole class story sessions where adults read to children.
 Daily whole class shared reading and writing sessions each
week using a big book.
 Use of visuals to engage children.
 Guided reading activities – at least once per week per child.
 Weekly visits to the library to make own choices.
 Sending home of book from the reading scheme for
parents/carers to read with/to their child.
 A well resourced book corner for children to use during child
initiated time.
 Sentence and word level activities.
What do your children
need?
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To hear texts read aloud.
To talk about their reading.
To take turns in reading.
To build up confidence and experience.
To choose books freely.
To read familiar texts over and over again.
Texts that interest them.
Texts that intrigue them..
Texts that have repetition in them.
Texts that have rhythm and rhyme.
Texts that have powerful language.
Texts that have familiar narrative structures.
Texts that have characters/places/themes they can
identify with.
Reading at home
Before reading:
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Why did you choose it?
What is the title of the book?
What sort of book do you think it’s going to be?
Who is the author of the book?
Who is the illustrator?
Have you read any books by this author or illustrator?
What do you think will happen in this book? (fiction)
What information do you think will be in this book? (nonfiction)
During reading:
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What has happened so far in this book?
Is the story so far as you expected?
How do you think the character/ characters feel?
Which is your favourite character so far? Why?
Where is the story taking place?
What do you think……….means?
Do the illustrations tell us any more about the
story than we can get from the words?
After reading:
• Which part of the story did you enjoy most?
• Can you show me a favourite illustration?
• Can you describe a favourite part, or exciting/funny
moment in the story?
• Are there any repetitive words or phrases that you
remember from the story?
• Tell me more about the characters in the story?
• Which was your favourite character and why?
• If you had written this book, how would you have made it
different?
• Did you like the ending? Did it end as you expected?
• Would you read this book again?
• Would you tell your friends about it and recommend it?
Now you have the knowledge….
• Play lots of sound and listening games with your
child.
• Read as much as possible to and with your child.
• Encourage and praise – get them to have a ‘good
guess’.
• Ask your child’s teacher if you want to know more.
Useful websites
• http://vle.barkingcollege.ac.uk/cw_testbed/infants.
htm
• www.parentsintouch.co.uk
• www.bbc.co.uk/schools/parents
• www.jollylearning.co.uk/
• www.focusonphonics.co.uk/
• www.syntheticphonicscom
www.sparklebox.co.uk
Phonicsplay.co.uk
www.nationalstrategies.gov.uk
Bug Club!
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Handouts will be sent
home with children.
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Autumn and Spring term
meetings for writing
and maths.
Any Questions?