Wrens and Puffins Reading Meeting 2017

“Reading is much more than the decoding of black marks upon a page: it is a quest for meaning and one which requires the reader to be an active participant.”

Each child learns to read at a different pace, depending among other things, on personality, maturity and past experiences. 

Learning to read can be hard! Early reading is a combination of: Reading words that they know Working out others from the pictures, the story and the initial sound Lots of help and encouragement from us As their sight vocabulary and knowledge of letter sounds increases they begin to read more independently

What have we begun to do….? Since day 1, your child has had the chance to take a book home everyday The children are encouraged to visit the quiet area to enjoy a reading activity. We have a whole class reading session once a week Once a fortnight the Owls and Nightingales share stories with the Wrens and Puffins during ‘Buddy Book Time’ Begun daily whole class phonics sessions Using stories as a starting point for our weekly topics this term Friday Reading Carousel

What are ‘Phonics’? http://www.bbc.co.uk/news/magazine-18493436

Phonics is... Knowledge of the alphabetic code Skills of segmentation and blending

Enunciation Phoneme – smallest unit of sound in a word e.g. ‘a,s,m’ Grapheme – a letter or sequence of letters that represents a phoneme e.g. sh, ch

Enunciation Digraph – two letters that make one sound when read e.g. ee, ch, or, oa Trigraphs – three letters that make up one sound e.g. igh, air

Pronouncing Phonemes 1. f l m n r s sh v th z (continuous phonemes) 2. e p t ch h (unvoiced) 3. b d g w qu y j (voiced) Video showing pronunciation of sounds http://www.youtube.com/watch?v=IwJx1NSineE

Key Principles Sounds/phonemes are represented by letters Sounds can be represented by one or more letters e.g. sh, th, ee, etc The same phoneme can be represented/ spelled in more than one way e.g. rain, may The same spelling may represent more than one sound e.g. mean, deaf

Phase 1 Environmental sounds Instrumental sounds Body percussion Rhythm and Rhyme Alliteration Voice sounds Oral blending and segmenting

Phase 2 We introduce the sounds in sets –in the recommended order Set 1: s a t p i Set 2: n m d g o Set 3: c k e u r Set 4: h b f ff l ll ss Plus associated Tricky words and hfw

Activity: How many words can you make? Make as many CVC & CV words as you can with: s a t p i n m d

Sound buttons rain bright witch laughter

Phase 3 Letter progression and graphemes continue Set 5: j v w x y Set 6: z zz qu ch sh Set 7: th ng Teach: ai ee igh oa oo ar or ur ow oi ear air ure er -We refer to these as Special Friendss! Plus associated Tricky words and hfw

Phase 4 In Phase 4, no new graphemes are introduced The focus is upon blending the phonemes they have learnt We call these the CRASH sounds e.g. bl, cr, sp, dr –and those that come in the middle or at the end of words e.g. end, milk, fist.... Plus associated Tricky words and hfw

Phase 5 In Phase 5 children are introduced to new graphemes for reading. Some of these graphemes represent phonemes (sounds) that they have already learnt a grapheme for. ... E.g. ‘ay’ can also be written as ‘a-e’, Plus associated Tricky words and hfw We only make a very early start on phase 5….

How will we continue to support..? We share books daily as a class–including poetry, e-books, information, reading for a purpose. We provide a wide selection of reading material in the quiet room for free choice. We create a language rich environment, increasing vocabulary. We focus on sight reading – working on high frequency words (hfw) We read individually -and in small groups We follow a dedicated phonics programme every day.

What does the EYFS Early Learning Goal look like?

Specific area of learning Literacy development involves encouraging children to read and write both through listening to others reading and being encouraged to read and write themselves. Children must be given access to a wide range of reading materials- books, poems and other written materials, to ignite their interest ELG09 Reading. Children read and understand simple sentences, They use phonic knowledge to decode irregular words and read them aloud accordingly. They also read some common irregular words. They demonstrate an understanding when talking with others about what they’ve read. Explanatory notes: The child uses cues such as picture, letter/word recognition, knowledge of the story or context and reading for meaning in order to help them comprehend a range of fiction and non-fiction texts. The child blends and segments words independently and applies their phonic knowledge to regular and irregular unfamiliar words. The children shares his or her feelings and ideas about what they have read with others.

http://www. surreycc. gov http://www.surreycc.gov.uk/learning/early-years-and-childcare-service/early-years-practitioners-and-providers/communication-and-language-in-early-years/early-years-reading-strategy We will aim to: Encourage your child to change their reading book each day if they wish Have a daily phonics session each day Use story books as an essential ingredient of our weekly planning to enrich the curriculum Encourage your child to be independent in the classroom by using clearly labelled signs around our classroom and school Take the children to the school library at least once a fortnight Find every opportunity in our curriculum to underline the value and importance of reading Ensure that your child shares a book at least once a week with an adult Regularly monitor and assess your child’s reading and report formally on their achievement at the end of year Talk to you if we think that your child is not enjoying/making expected progress in their reading during that time

Any questions?