FOUNDATION STAGE & KEY STAGE 1 PHONICS AND READING FOUNDATION STAGE & KEY STAGE 1

Aims of tonight… Show you a flavour of the how the children progress through the RWI programme. Know and understand some of the technical vocabulary we use with the children. Recap Set 1 Sounds- learn more about Set 2 and Set 3 sounds. Examine the reading process and skills needed to develop good comprehension Suggestions for how to support children with their reading at home

Phonics in the Early Years Children take part in activities to help them hear and discriminate different sounds Rhyme and alliteration 4 sounds taught per week and all reinforced on a Friday. Constant reinforcement of phonic skills throughout the day Sound books will be sent home along with other resourses to support learning at home

Phonics at Key Stage 1 Children’s phonic knowledge assessed throughout Key Stage 1 Children grouped according to need Up to 5 sounds taught per week – 30 minute sessions every day Constant reinforcement of phonic skills throughout the day Over time Year 2 lessons become more GAPs focused and incorporate spelling patterns A phonic decoding assessment carried out in Year 1 at the end of the Summer term 40 words and non-words that each child attempts to read independently Children who do not pass will take the check again at the end of Year 2

Set 1 Sounds Single letter sounds + sh, ch, th, ng, nk Taught in daily intensive and fun sessions- reviewed on a daily basis. There is also a focus on the formation of these letters- need to form correctly! Need to have this knowledge securely embedded before they can move on Are practical and interactive –Fred puppet, What's in the bag, magic box, alien puppets Pace is fairly quick Provide opportunities to say sound out loud in real and alien words every day Provide opportunities for writing real and alien words every day Robot speak and phonological awareness at all opportunities throughout the day

Cut off the ‘ugh’ part of your sound Children need to speak purely and in a clear voice with no ‘ugh’ sound Have a go… t y h n m Great website- Mr Thorne Does Phonics

Meet Fred Fred talks differently from you and I. He can only ‘Fred talk’ (Sometimes robot talk) He uses his single sounds to segment (pull apart) and blend (put back together) to read words… c - a - t = cat d - o - g = dog ship = sh - i – p chop = ch – o – p

Green Words CVC – Consonant, Vowel, Consonant Words we can ‘sound out’ CVC – Consonant, Vowel, Consonant eg: pot, sat, tip, map, mop, bat CCVC - Consonant, Consonant, Vowel, Consonant eg: crop, chop, ship, chip, shop

‘Pseudo Words’ nonsense / alien words Once children can read the single sounds they begin reading real words. However they also need to use their sounds to read nonsense words. d- i – l -p = dilp v-u-d- s = vuds z- o- t- a = zota

Red words Tricky Words- words that cannot be sounded out… the, said, you, my… No magic answer for learning these- just need to recognise them! Practice- look, say, cover, write, check Silly rhymes - what- what - said- snakes and indians dance

Set 2 and 3 sounds Set 2 ay, ee, igh, ow, oo, oo, ar, or, air, ir, ou, oy Set 3 a_e, ea, i_e, o_e, u_e, aw, are, ur, er, ow, ai, oa, ew, ire, ear, ure, tious, tion Speed sound chart

What can skilled readers do? Skilled readers can: Answer a question about the content Anticipate what happens next based on hints in the story Actively interact with the text and relate ideas presented in the text to their own knowledge and experiences. In other words not only are they a fluent decoding but they COMPREHEND what they are reading.

Reading Process – Skills Extracting meaning Clarify - Notice the bits that don’t make sense Summarise – develop a mental map of the text Select and retrieve information – seek the specific Respond and explain-what you think and feel Inference – see layers of meaning, empathise and predict Language for effect – consider word choices Themes –similarities and differences between like texts or others I have read These higher order skills can be developed at the earliest stages when you are reading to your children. We have a list of questions/ prompts that you can take with you tonight

3 levels of comprehension Can your child find evidence directly from the text? What did……… do? How many……… were/are there? Who is the main character………? Where is the story set?   Can your child think and search for the answer? What happened when……… did………? What happened to………? What do you think might happen next OR what happened before? Where was…… when this was happening? Can your child answer questions without referring to the story? (It is your child’s opinion and thoughts) Have you ever…? Do you think they should behave like this? In your opinion… Why do you think he behaved like that? How do you feel about……? What does this look like in school and at home when your child is reading to you or equally when you are reading to them?

Encouraging your child to read Lead by example. Make time to read. Turn the TV off. Keep books around at home. Don’t think you can’t tell a story well. If your child is reluctant to read, don’t force them. Reading is a pleasurable activity, we don’t want it seen as a punishment or a chore. Songs and nursery rhymes. Playing simple games Remember that there are lots of things to read. Library visits.

Your Child’s Reading Experience In School FASTER Reading Home sharing/School reading books Daily phonic sessions Guided reading sessions Discovery/Challenge Time Reading Story Time Library Books Your child reads everyday at school in lots of different ways!

HAND OUTS TO TAKE HOME How to support your child with reading Questions to support comprehension Phonic Sounds