Reading Workshop

The Power of Reading! Creating a love of reading in children is potentially one of the most powerful ways of improving academic standards in school. There can be few better ways to improve pupils chances in school, or beyond in the wider world than to enable them to become truly independent readers.

Reading for Life Success in reading is fundamental to success in school. Reading is all about acquiring meaning; for enjoyment, information and understanding. It is not a performance. It is not a test or a competition. Build confidence !!!!!!!!!

Understanding (Comprehension) Being able to read does not mean you understand what you read. Your child might sound like a good reader but may not necessarily understand what the text means. The best way to develop understanding is to talk about texts.

Reading requires two skills Phonics and Word Recognition The ability to recognise words presented in and out of context. The ability to blend letter sounds (phonemes) together to read words. Understanding The ability to understand the meaning of the words and sentences in a text. The ability to understand the ideas, information and themes in a text. If a child understands what they hear, they will understand the same information when they read.

Phonics- Letters and Sounds To understand the importance of phonics. To get an idea of how phonics is taught in school. To understand the progression through phonic phases and how to support and develop children’s learning. What can I do at home?

Why Phonics? The aim is to secure essential phonics knowledge and skills so that children can progress quickly to independent reading and writing. Reading and writing are like a code: phonics is teaching the child to crack the code. Gives us the skills of blending for reading and segmenting for spelling.

Technical vocabulary A phoneme is the smallest unit of sound in a word. A phoneme may be represented by 1, 2, 3 or 4 letters. Eg. tai igh A syllable is a word or part of a word that contains one vowel sound. E.g. hap/pen bas/ket let/ter A grapheme is the letter(s) representing a phoneme. Written representation of a sound which may consist of 1 or more letters eg. The phoneme ‘s’ can be represented by the grapheme s (sun), se (mouse), c (city), sc or ce (science) Alliteration is the consonant sound at the beginning of several words in close succession.

Technical vocabulary A digraph is two letters, which make one sound. ◦ A consonant digraph contains two consonants shthckll ◦ A vowel digraph contains at least one vowel aieearoy A split digraph is a digraph in which the two letters are not adjacent (e.g. make) A trigraph is three letters, which make one sound. E.g. igh dge

Technical vocabulary Oral Blending – hearing a series of spoken sounds and merging them together to make a spoken word (no text is used) for example, when a teacher calls out ‘b-u-s’, the children say bus. Blending – recognising the letter sounds in a written word, for example c-u-p, and merging or synthesising them in the order in which they are written to pronounce the word ‘cup’. Segmenting – identifying the individual sounds in a spoken word (e.g. h-i-m) and writing down or manipulating letters for each sound to form the word ‘him’.

Phase 1 To develop language and increase vocabulary through speaking and listening activities. To develop phonological awareness. To distinguish between sounds. To speak clearly and audibly with confidence and control. To become familiar with rhyme, rhythm and alliteration. Use sound talk to segment words into phonemes. Example activities - listening walks, dodgems, Silly Soup, rhyming chants/songs,

Phase 2 Letter Progression Set 1: satp Set 2: inmd Set 3: gock Set 4: ckeur Set 5: hbf,ffl,lls

How we teach:

Tricky words / Sight words Words they just need to learn by sight

Example of a Fun Game Parents can build children's phonological skills by playing with sounds in words! Examples of phonological skills are: o Rhyming (knowing that h a t and c a t sound the same at the end), and o Alliteration (knowing that words like *_b_*ug and _*b*_ike begin with the same sound). Let parents know that these games can be played at bed time, in the car or on the bus, in the bathtub, at the supermarket, or while waiting…anywhere.

More Ideas  Practise sound caterpillar.  Challenge the children to find objects that begin with a certain sound.  Play ‘I Spy’ with phonemes not letter names.  Practise letter formation.  Play rhyming bingo, lotto and extend rhyming strings.  Play games with word cards.  Make sentences with word cards.  Weekly story sacks or rhyme bags.

Websites and Games