9am, Level 5 - Westbury site Early Reading skills Thursday 23rd November 2017 9am, Level 5 - Westbury site

We listen to each other and every voice is heard. Taken directly from our Mission Statement is that ‘We listen to each other and every voice is heard.’ The partnership between school, home and parents / carers is key to maximising learning in our children. Demonstrating empathetic listening (encouragement and support) and emergent listening (mental state recognition that ‘Yes’ I can make a difference’ and ‘I can do this!’ is one of the best ways that we will maximise learning in our children. All three elements are needed; all three elements must play their part to the best of their ability. We listen to each other and every voice is heard.

Programme… Welcome and Overview of session. What skills and knowledge do experienced readers use? Expectations of children’s reading by the end of the reception year. Five basic skills for reading and writing. Games and resources to use at home, including useful websites. Questions.

Learning to read… Before Reading Speaking and listening skills are vital for later success in reading. The greater the vocabulary a child has, the easier they should learn to read. Reading is not only about decoding words – other things can help us to learn to read, e.g. pictures, meaning.

Every day print 2. Reading should be fun. How many of your children would be able to tell you what these say?

Who can read this? Three Bear text/activity on Visualiser

How did you do? Letter/sound knowledge Words How language is put together Picture cue/support

Early Learning Goal - Literacy Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest. Reading Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read. EYFS Framework 2017

What does this look like in more detail Children should be interested and enthusiastic about books and stories and make choices from a range of books. They should be able to: Handle and use books appropriately, e.g. start at the front, turn the pages one at a time. Use pictures and memory to talk about books and stories. Use non-fiction texts to find information and answer questions. Put parts of familiar stories in order, e.g. talk about opening, characters, ending. Join in with repeated parts in familiar stories.

They should be able to… They should know: Hear and say initial sounds at the beginning, middle and end of simple words. Read a range or words and simple sentences independently. Use their knowledge of sounds and letters to spell simple words. They should know: The difference between words and pictures. That in English, we read from left to right and top to bottom. The letter shapes for each sound.

Five basic skills for Reading and Writing 1. Learning letter sounds. 2. Learning to form letters correctly. 3. Blending sounds to read words. 4. Identifying and separating sounds in words (segmenting) to spell words. 5. Spelling tricky words. Now move on to phonics – letters and sounds. Speak about 20 minutes a day and government report saying that there are 6 phases

Phonics Children in Reception have a daily phonics lesson (20 minutes) Children are taught the sounds that letters make Correct pronunciation is vital. We all need to use the same language at home and at school. Little and often is the key. Try to make activities fun. If your child is enjoying activities they will learn more. Please see the hand outs on the school website. Leaflet to help parents with ideas for activities

Tricky words There are many words in the English language that cannot be read using phonics. Children need to be taught these separately and simply recall them from memory. Some are ‘tricky’ to start with but will become easier to work out once we have learned the harder phonemes, e.g. out, there. These ‘High Frequency’ words will be sent home with your child. Please practise reading and spelling them.

Concepts of Print Concepts of print are "the basic understandings of reading" (McKenna & Stahl, 2009). "Concepts of print can be viewed as basic knowledge about how print in general, and books work" (Holdgreve-Resendez, 2010a).  Concepts of print include:  Reading from left to right Reading from top to bottom The fact that letters and words convey a message.   Print is what we read. The "return sweep", to move from one line to the next Illustrations in a book correspond to the print Every book as a front, back, and an author

Reading demonstration

Strategies… When helping your child to read, try the following strategies… Holding the book the right way up (make deliberate mistakes and see if they can correct you) Look at the front cover and predict what they think the story might be about. Read the title together, point out who the author is. Turning the pages one at a time. Asking the child to point to where they have to start reading (top to bottom and left to right) Focus on High Frequency Words and words that can be sounded out. When a child gets stuck on a word, encourage them to look at the initial sound of the word. Can they use the picture to help them work out what the word says? Continue to read the sentence, miss out the unfamiliar word, and then see what word would make sense. Point 1:1 as reading. Ask questions about the book to check that your child has understood what they have read (comprehension)

Activities when reading with your child Can you show me: a letter? a word? a sentence? the end of a sentence (punctuation mark)? the front of the book? the back of the book? where I should start reading the story? a space? how I should hold the book? the title of the book? how many words are in this sentence? Can you tell me: Where the story was set? Who the main characters where? What happened in the story? How the story might end?

How do we teach children to read? Provide interesting books to motivate them to want to read. Let them see us reading. Read to and with them. Teach them the key skills they need to be successful readers. Talk with them about what they have heard or read. After this slide model a shared reading experience covering a number of the objectives from the list on previous slide

Reading with your child at home… Look at your child’s library book together and use the ‘Reading With Your Child’ guidance to support them. This is an opportunity for you to model reading to them. Practise their High Frequency words – children should be able to read them and spell them! When your child is ready they will bring home an independent reading book. They will use their phonics skills to read these. Please listen to them read to you daily. When reading together or listening to your child read, please write a comment in their Reading Record.

Now you have the knowledge… Play lots of sound and listening games with your child. Read as much as possible to and with your child. Encourage and praise – get them to have a ‘good guess’. Ask your child’s teacher if you want to know more.

Useful websites www.bbc.co.uk/schools/parents www.jollylearning.co.uk/ www.sparklebox.co.uk https://www.gov.uk/government/publications/letters-and-sounds

Any questions?