Welcome to Ashley School Reading Workshop for Parents Rebecca - introduction

Why do we read? For enjoyment To immerse yourself in another world To have shared experiences For information To develop our imagination To learn new language To help us with our writing Partner talk for parents, then reveal answers

What matters about learning to read? Not when but how It should be enjoyable not a chore That children understand what they read Being able to talk about what they have read Gaining story knowledge and language as a pre-cursor to writing.

Phonics and reading at Ashley Sharing stories in Reception Whole class story times Reading scheme - Children are guided through our reading scheme - Books are chosen carefully for the level of the reader Whole class/group guided reading Phonics sessions Library Partner talk for parents, then reveal answers

Now it’s time for a story!

What if my child chooses a book without words?

Tie in with authorship and writing – you have to be able to speak a story in order to be able to write one.

A range of strategies is essential for a child to become a really successful reader Phonic knowledge Picture clues Knowing words by sight (common/high frequency words) Context Letter patterns within words The goal of reading is comprehension –understanding what you are reading.

What to do when reading together at home. Talk about the cover pictures and what they think might be inside the book Look at the title Talk about the pictures before looking at the words. Encourage the child to find words, phrases or letters Point to text as you or they read – knowing the difference between letters, words and sentences. Fill in any difficult words to keep the flow where appropriate.

Phonic Knowledge Recalling the shape of the letter (or selecting it from a display) when given its sound. Hearing the first sound in words and saying words with the first sound. How many sounds/phonemes? How many letters? Blend them together to make the word. Knowing what sound a letter makes and actions (Jolly Phonics) Knowing the names to the corresponding sounds.

Phonic Knowledge It is really important to pronounce phonemes (sounds) very clearly and not add ‘uh’ at the end For example: Long sounds - m mmm not muh e.g. n s f l Short sounds - t b d i g c Don’t say suh - a - tuh for sat - can make blending sounds to read words and spell words difficult. **

Blending and segmenting sounds Say the sounds (phonemes) – can they blend (or squeeze) the sounds together to say the whole word (start of reading). p in p a t Say the word - Then see if they can separate the sounds they can hear using their fingers. man - m a n