Phonics and Reading Workshop 6th October 2014

Aims of the workshop To share with you the ways in which we teach phonics and reading in school To share with you the resources available to you to support you at home To help you become aware of the expectations for your child

Phase 1 Phase 2 Phase 3 Phase 4 Phase 5

Structure of a phonics session To review the previous learning and reinforce spelling and blending of words using phonic knowledge Revisit and Review To teach the new learning – the grapheme/phoneme Teach To enable the children to practise their new learning – reading and writing Practise To apply what they have learned – to read or write a sentence Apply

Revisit and Review

Today, we are learning the grapheme… ai

I got wet in the rain.

Alternative pronunciations Phase 4 Adjacent consonants Phase 5 Alternative pronunciations and spellings

Teaching a split diagraph e - e a - e i - e u - e o - e

Homographs Wind the bobbin up! She will read it to her little brother. The wind blew the leaves off the trees. You have to bow when you meet the queen. He read about the frightening monster. Robin Hood used a bow and arrow.

Alternative spellings Tom was very happy. It was the weekend and he was off to the beach with his mum and dad, his puppy and baby Pete. ‘Help me pack the green bag,’ said mum. ‘We need sun cream and lots to eat.’ Tom got into his seat in the back of the car and the puppy got on his knee. Pete held his toy sheep. Off they went. Beep! Beep! At the end of the street there was a big truck. It had lost a wheel. ‘Oh, no,’ said Tom. ‘We’ll be here for a week!’ Dad went to speak to the driver to see if he could help.

Alternative spellings y ee ea e e_e ey

Tricky Words

Resources www.espresso.co.uk www.starfall.com www.sparklebox.co.uk Jolly phonics

A book is like a garden carried in the pocket. ~Chinese Proverb And now onto reading… “After nourishment, shelter and companionship, stories are the thing we need most in the world.” Philip Pullman A book is like a garden carried in the pocket.  ~Chinese Proverb Welcome the parents and explain that as there will be a focus on the phonics aspect of reading before moving onto the other aspects of reading.

Aim of the Reading Workshop To help you become more familiar with the different Assessment Foci (AFs) used to ensure your child becomes a fluent, enthusiastic reader who has a clear comprehension of what they read To provide practical ways to help support you when you are reading with your child at home Explain that we are focusing on the big picture and that reading is one of those things that need to be done little and often and that the use of questions is vital to improving children’s comprehension. Reiterate to the parents that the books at home are at an independent level and therefore the children should be reading them with relative ease. The books they read at school are at an instructional level which teach the children how to develop reading skills. Highlight that there needs to be a mixture of both types as the maintain challenge whilst keeping the children’s confidence up.

Use a range of strategies Including accurate decoding Assessment Focus 1: Use a range of strategies Including accurate decoding of text, to read for meaning

Show the impact of sounding out every word and how it can break the children’s understanding. Model the reading recovery model of reading to ensure the children comprehend their sentences. Highlight also the high frequency words and how these can help also. Talk about other strategies that can be used – refer to booklet of Afs.

Assessment Focus 1: Use a range of strategies including accurate decoding of text, to read for meaning Level 1: In some reading, usually with support: Some high frequency and familiar words fluently and automatically Decode familiar and some unfamiliar words using blending as the prime approach Some awareness of punctuation marks, e.g. pausing at full stops Level 2: In some reading: Range of key words read on sight Unfamiliar words decoded using appropriate strategies, e.g. blending sounds Some fluency and expression, e.g. taking account of punctuation, speech marks etc

Reading with awareness of punctuation. Talk about initially getting the children to actually say the word full stop when they see one, then move to saying it in their head and eventually they will do it automatically. Emphasise the ? And ! And the use of speech marks.

Once the children achieve Level 3 in AF1, this area of Assessment Focus 1: Use a range of strategies including accurate decoding of text, to read for meaning Level 3: In most reading: Range of strategies used mostly effectively to read with fluency, understanding and expression Once the children achieve Level 3 in AF1, this area of reading is completed and needs to be maintained.

Which AF? AF2 “Woof! Woof!” questions AF3 “Hmm…..” questions AF4 “Sort it! Sort it!” questions Which AF? AF6 “Write, write, yippee, boo hoo!” questions AF5 “Gabble, gabble!” questions AF7 “To boldly go” questions Explain to the parents that in order to help the children understand the different Afs we have given them names and actions. Work with the children through the different actions and explain that the significance of both the actions and names will become clearer as they become more familiar with the

Assessment Focus 2: understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text

Assessment Focus 2: understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text Level 1: In some reading, usually with support: Some familiar points from familiar texts recalled Some pages/sections of interest located, e.g. favourite characters/events/information/pictures Level 2: In some reading: Some specific, straightforward information recalled e.g. names of characters, main ingredients Generally clear ideas of where to look for information e.g. characters, topics etc

Assessment Focus 3: deduce, infer or interpret information, events or ideas from texts Deduce: Infer: a conclusion reached on the basis of evidence and reasoning. Highlight that we are not necessarily given the answers we have to guess at them based on what we read. Refer to the booklet with the parent. Look at the photocopy of page 8 and 9 of Mrs Maginty – What does this tell us about Dad’s feeling towards his parents? Using one of the books on the table think of other AF3 questions you could use using the booklet to help you. Share with a partner.

Level 1: reasonable inference at a basic level Assessment Focus 3: deduce, infer or interpret information, events or ideas from texts Level 1: reasonable inference at a basic level Level 2: simple, plausible inference about events and information, using evidence from the text (comments can sometimes be misunderstood) Explain that asking the questions are great but in order for it to be truly effective, you need to know what to expect back from the children. Level 4: Think about Cinderella and what we learn about the Ugly Sisters throughout the text to help us infer that they are not kind characters.

Assessment Focus 4: identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level Explain that this is easier with non-fiction texts. Ask the parents to look at the non-fiction texts – Microbes and poems etc Discuss the layout the different features that you would expect to find. Using the non-fiction text of their choice ask the parents to use the booklet to consider the types of questions they could ask their child.

Assessment Focus 4: identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level Level 1: some awareness of simple text features e.g. the font style, labels, title etc Level 2: some awareness of the use of features of organisation e.g. beginning and ending of stories, punctuation Level 5 – link to microbes page Highlight to the parents how we are constantly looking at these features throughout all our children’s reading experiences and that those children who like to look at non-fiction books beyond their reading capabilities can still develop these skills. Engagement in the books is vital. Highlight also the importance of the use of subheadings and skimming and scanning for information.

Assessment Focus 5: explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level Refer to the booklet once again. Emphasise that we can not presume that the children actually understand the words they read. We must always check to see if they understand the meaning of words. Use of a piece of paper or whiteboard for jotting new words down. In a non-fiction text this may be the use of technical language, a play on words but in fiction it needs to be really unpicked. Read the start of The Iron Man as an example. Ask the parents to consider what they would pick out of the text to make reference to and think of some questions.

Assessment Focus 5: explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level Level 1: comments on obvious features of language e.g. rhymes and refrains, significant words and phrases Level 2: some effective language choices noted and familiar patterns of language e.g. Once upon a time…happily ever after Level 3: few basic features of writer’s use of language identified, but with little or no linked comment Level 4: some basic features of writer’s use of language identified; simple comment on writer’s word choices Level 5: various features of writer’s use of language identified and comments show some awareness of the effect of writer’s choices Level 1: Gingerbread Man Play the Alan Peat game with the missing words. Show at different levels.

Assessment Focus 6: identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader Having an emotional response to the text. Look at the question booklet. Explain that this does not need to be a book read by the children themselves but one that is shared with an adult. Give example of Faith and The Hobbit. Think about when you are reading a new novel. Are you constantly asking yourselves questions? Watch Bert video to exemplify.

Assessment Focus 6: identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader Level 1: some simple comments about preferences, mostly linked to own experience Level 2: some awareness that writers have viewpoints and purpose; simple statements about likes and dislikes in reading, sometimes with reasons Refer to the opening of the Iron Man again.

Assessment Focus 7: relate texts to their social, cultural and historical traditions Stories with morals Learning about different cultures – Read Handa’s Surprise – What do we learn about the culture/setting? Highlight that again these skills can be developed whilst being read to the children rather than a book they read themselves. Traditional tales and the features – good over evil, the number 3 etc

Assessment Focus 7: relate texts to their social, cultural and historical traditions Level 1: A few basic features of well-known story and information texts distinguished Level 2: general features of new text types identified and some awareness that books are set in different times and places

The ability to read the words on the page is only the tip of the iceberg. Reiterate that the ability to read words is only the tip of the iceberg and that there are any other reading skills which need to equally be developed. Really emphasise the fact that some of these skills can be developed whilst a book is being read to the children rather than them reading it themselves. Highlight that we really consider all these AFs before we move the children on in their reading level.