Transcript File - Hodnet Primary School

Reading and phonics workshop
Aims of the workshop
• Outline the expectations in Nursery and
Reception for reading and writing
• Explain how we teach reading and
phonics at school.
• Give you some ideas on how you can
support reading at home
• Explain how we teach writing at school.
• Give you some ideas on how you can
support writing at home
• To answer any questions you may have
reading
Reading skills
Language comprehension
processes
Poor word recognition, good
language comprehension.
Word
recognition
process
Good word recognition, good
language comprehension.
Word
recognition
process
Poor word recognition, poor
language comprehension.
Language comprehension
process
Good word recognition, poor
language comprehension.
A reading environment
Phonics – what are we talking about?
• Starting in pre school children will follow the letters and
sounds programme
• This is split into phases – phase one helps children to listen to
sounds in preparation for learning sounds, this phase is
usually covered in a pre school setting.
• Phase 2 – introducing 19 phonemes and how to blend these
in order to read.
Phase one
Pre school learning
Phase 2
More phonics
• Phase 3 – introducing more phonemes and learning tricky
words (those that are difficult to decode)
• Phase 4 – blending (in order to build phonemes together to
read words) and segmenting (breaking down words in order
to spell them)
• Phase 5 – this takes place in year one – learning new
graphemes and alternative pronunciations and spellings
• Phase 6 – year two and beyond – applying spelling skills and
rules
What is a phoneme and a grapheme?
• A phoneme is the smallest unit of sound in speech (show
DVD)
• There are 40 phonemes in the English language
• A grapheme is a letter or number of letters that represents that
sound eg, a, ay, igh
What is blending?
• This is used when reading, it is referred to in class as sound
blending and children are taught to do this in order to read new
words. In class R it is essential that we use our “magic reading
fingers” to point to the sounds.
• Children use phoneme recognition to put sounds together to
make the words.
mat
. . .
Re-reading the sentence
• Once your child has decoded each word or the words that
they need to in order to read the sentence ensure that they reread the sentence for understanding.
Put the cat in the mug.
What other strategies can be used?
• Using the pictures as a clue along with the initial phoneme –
this is not cheating.
• Recognising high frequency words.
What are high frequency words?
• These are the common words that the reader will come across
very early in their reading experience as they appear in even
the simplest of texts.
• Some of these are de-codable such as and, Dad etc. Some of
them are called “tricky words” such as was, you, the.
• If a child can read the first 100 high frequency words they
have access to 50% of virtually any text.
High frequency words
• Children should be able to read these on sight eventually with
out having to sound blend them.
• When there is a combination of sight recognition of high
frequency words and a knowledge of phonics then a child's
reading can really take off.
Reading books
• We primarily use the Oxford Reading Tree scheme of reading
books, children start off with the grey level and then progress
to the lilac level.
• As they become more confident with phonics and recalling
high frequency words they will progress through other levels.
But there’s more…
• There is a difference between someone who can read and a
reader.
• Decoding is important but understanding what they have
read is just as important.
• Talking about the book is great…this helps understanding and
comprehension of what they have read.
Reading a book more than once
• It is important that, especially in the early stages of reading,
that children read a book more than once.
• Even returning to a book that they have read weeks, months
or even years ago has value…especially with higher level
reading skills such as comprehension, identifying with
characters or situations.
Asking questions
• This is an important part of a reading session – it enables you
to see if they have understood what they have read.
• As your child becomes a more confident reader they will be
able to return to the text and use this to answer questions.
They may be able to find words or phrases that support
answers.
At school…
• We aim to read individually with children as much as is
possible, through teacher reading, TA reading and parent
volunteer reading.
• Children take part in group reading sessions at least once a
week.
• Children have daily letters and sounds lessons – where
reading is given high priority
• We encourage reading to be fun!
At school…
• We aim to read a range of fiction and non fiction stories.
• We have reading dens and reading areas
The perfect reading environment
Quiet, calm and focused
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Make children aware that this is their reading time.
Enjoy laughing at the funny parts of a story together
Talk about what is happening in the pictures.
Allow your child to read to the end of the sentence
with out interrupting.
Reading records
• This is the place where you can record how well your child is
reading at home.
• It is also a means of communicating any concerns or
questions you may have.
Phonics activities
Writing in the Early Years
• Children need to develop gross motor
skills and control before writing can
develop.
• Large-scale movements, such as outdoor
play, balancing, climbing, crawling,
marching and moving to music.
• Manipulative skills, such as using tools,
cooking utensils, playdoh, and scissors.
• Fine motor control and hand-eye coordination, through activities, such as
jigsaws, threading and cutting using
chopsticks and pincers.
• This develops their muscles ready for
writing.
The Developing Pencil Grip
Fisted Grasp
Child holds pencil in palm.
Uses movement from their
shoulder.
Digital Pronate Grasp
Child uses all fingers but
the wrist is turned down.
Uses movement from their
shoulder.
Static Tripod grasp
Child holds pencil with 3 or four
fingers. This is a static grasp, as
fingers do not yet move
independently and movement is
usually initiated from the wrist.
Dynamic Tripod grasp
The fingers now move
independently and allow
for more precise drawing
and writing.
At school………
• Mark making opportunities such as water and paint
brushes, chalks, and paints.
• Modelling writing initial sounds
• Writing down things children say to support their
developing understanding that what they say can be
written down and then read and understood by
someone else. Such as scribing their stories.
• Model writing for a purpose, e.g. linked to topic such
as posters, labels and rhymes.
• Model writing poems and short stories, writing down
ideas suggested by the children.
• Provide activities during which children will experiment
with writing, for example, leaving a message at Forest
School.
• Include opportunities for writing during role-play and
other activities eg. Clip boards in the Doctors Surgery.
• Encourage the children to use their phonic knowledge
when writing.
• Daily focus writing activities linked to literacy and
phonics lessons in Reception.
• Plenty of practice of letter formation providing a secure
foundation for the development of neat, fluent
handwriting.
How can we help?
• Encourage your child to use correct pencil grip (tri-pod
grip)
• Notice and encourage the marks children make and the
meanings that they give to them, such as when a child
covers a whole piece of paper and says, “I’m writing”.
• Support children in recognising and writing their own
names.
• Encourage children to use their phonics when writing.
• Talk to children about the letters that represent the
sounds they hear at the beginning of their own names
and other familiar words.
• Demonstrate how to segment the sounds (phonemes) in
simple words and how the sounds are represented by
letters (graphemes).
• Have fun paper and pens to write with at home linked to
your child’s interest. Writing cards, lists and messages.
• Build up their confidence!
Thank You
Any questions?