Transcript pluto-phonics-and-reading-workshop

Reading and Phonics Workshop
What is phonics?
Phonics is a way of teaching children to read quickly and skilfully. They
are taught how to:
• recognise the sounds that each individual letter makes;
• identify the sounds that different combinations of letters make - such
as ‘sh’ or ‘oo’;
• blend these sounds together from left to right to make a word.
Children can then use this knowledge to ‘de-code’ new words that they
hear or see. This is the first important step in learning to read.
Why phonics?
Research shows that when phonics is taught in a structured way – starting with the
easiest sounds and progressing through to the most complex – it is the most effective
way of teaching young children to read. It is particularly helpful for children aged 5 to 7.
Almost all children who receive good teaching of phonics will learn the skills they need
to tackle new words. They can then go on to read any kind of text fluently and
confidently, and to read for enjoyment.
Children who have been taught phonics also tend to read more accurately than those
taught using other methods, such as ‘look and say’. This includes children who find
learning to read difficult, for example those who have dyslexia. If you would like to find
out more about phonics, visit the phonics section of the Department for Education
website.
Year 1 Curriculum - English
Focus on Phonics
• Phonemes are the sounds letters and combinations of letters make.
• Graphemes are the way we write the phonemes.
• We teach the phonemes & graphemes together in a particular order
which allows children to quickly be able to read simple phonetic
books.
• We also teach the alphabet and letter names, tricky words which
cannot be decoded phonetically and high frequency words,.
• More information and games can be found on these websites:
http://www.phonicsplay.co.uk
http://www.letters-and-sounds.com/
How phonics sessions are structured
We use the phonics programme: Letters and Sounds.
We have daily phonics lessons.
• 20 minutes
• Revisit - link sounds to letters/ recap ‘tricky’ words.
• Teach - new sound or new word.
• Practise - e.g matching games to recognise new
sound/ word
• Apply - Read or write using new sounds learnt.
Digraphs
A digraph is a pair of letters which make one phoneme
(sound).
For example;
ai - snail
oa – boat
or – born
If your child sounds out these words, make sure they
say the digraph as one sound.
How would you break up these words?
light
sound
haunted
How would you break up these words?
l / igh / t
s / ou / n / d
h / au / n / t / e / d
Split digraphs
• If a word contains a ‘vowel / consonant / e’ pattern
the vowel and the ‘e’ are a split digraph.
• For example,
like
cake
flute
complete
rope
The ‘e’ on the end of the word makes the vowel say its
‘letter name’ but doesn’t make a sound itself.
This used to be referred to as
‘Magic E’.
However, it is more helpful to call it a ‘split
digraph’ because there are many words
that end in ‘e’ which are not split digraphs.
E.g. Before, there.
Letter patterns
When reading it is easier to break down long words
into sections. Cover up the part of the word you are
not trying to read before blending.
Butterfly
Chimpanzee
September
Year 1 Phonics Screening Check
What is the phonics screening check?
• The phonics screening check is a quick and easy check of
your child’s phonics knowledge.
• It helps the school confirm whether your child has made
the expected progress.
• This takes place early in the summer term.
Children are expected to read both real and pseudo
(nonsense) words.
It is simply a test of their phonic knowledge and blending
skills, rather than a general reading test.
The importance of reading
Being able to read opens the doorway to learning and
exploring the world in which we live. It will help your
child to become a successful and happy adult.
Year 1 Curriculum - English
Focus on Reading
• Using their phonics skills, learning high frequency words and ‘tricky words’,
which can’t be phonetically decoded (e.g. the, she, want, were).
• Change reading books every day if reading record book is signed.
• Guided Reading – 2 group sessions each week.
• Children heard read by an adult on a 1:1 basis at least once a week.
• Expected to read at home 10-15 mins daily.
We love reading!
• We want the children to develop a love of reading, being able to read a
wide range of print genres in many different settings. We are all reading all
the time:
• Computers, ipads, games consoles
• Television
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Newspapers, magazines, tv guides
Environment – labels, cereal boxes, signs & logos
Books, comics, posters, leaflets, dictionaries
Menus, catalogues, recipes, instructions
Road signs, maps
• We cultivate an atmosphere of reading for pleasure and understanding.
• Creating a love of reading in children is potentially one of the most powerful
ways of improving academic standards in school.
What does guided reading look like?
 The teacher works with a small group of children who are at
the same developmental stage of reading
 The teacher selects an unknown text that provides just the
right balance of support and challenge
 The teacher reminds the children to use a range of reading
strategies
 The teacher uses questioning and other strategies to
develop comprehension
 Whichever way we teach reading we want the same end
product …children to be fluent and confident, to become
lifelong readers and above all enjoy reading.
 Guided reading is just one of the approaches we adopt.
How can you help?
• Making time to listen to your child read at home.
• Join the library.
• Let your children see you read.
• Encourage them to read different things – magazines,
books, comics, things on ipads/computers – it’s all
reading.
• Ask your child questions about the book they are
reading.
• Share books with your child.
Help us to encourage a love of
reading
• Encourage children to choose a book they’d like to read
• Read children’s favourite books again and again to encourage them to learn
new words through repetition.
• Have a regular story time within your child’s routine.
• Share your favourite books with your child and talk about why you like them.
• Make up stories together, story time doesn't always have to involve a book!
• Take it in turns to read with your child. Tell them what you enjoyed about
listening to them read.
Any questions?