Parent Workshop Friday 28th September 2018 Learning to Read Parent Workshop Friday 28th September 2018

Teaching reading 1970s - now 1970s – look and say (aka ‘whole word’) 1980s – ‘real books’ 1990s – National Literacy Strategy (NLS) 2010s – phonics, phonics, phonics!

The ‘Searchlight’ Model Phonic Knowledge (sounds and spelling) Text Grammatical Knowledge Knowledge of Context Word recognition and graphic Knowledge

Phonics Read Write Inc’ (Ruth Miskin) ensures all children are being taught phonics consistently across school In EYFS/KS1 – daily sessions Not just about ‘knowing’ sounds – ‘applying’ them is the key We teach other strategies alongside phonics in our 1:1 reading sessions

Teaching and using phonics Sounds introduced in three sets in specific order (aka ‘speed sounds’) Segmenting / Blending (F-r-e-d Talk) ‘Nonsense’ (alien) words (reflecting Year 1 test) Hear it, say it, read it, write it ‘Red’ or ‘Tricky’ Words: There are some words they just have to know (e.g. no point sounding out ‘the’) ‘If it’s red, it’s hard to Fred’

A sample phonics lesson…with Mrs D! (…and F-r-e-d the Frog!)

Phonics – Top Tips for Parents Avoid the ‘schwa’ – soft sounds only https://www.youtube.com/watch?v=EYx1CyD MZSc Don’t make them sound out whole words Initial sound Blend first 2-3 sounds Then have a ‘good guess’ It’s ok for them to use other strategies too Sounds will be sent home to practise once learnt in school

Phonics Screening Check In Summer term, all children in Year One take part in a statutory assessment. This contains 40 words which all phonetic. 20 consist of real words, 20 ‘alien’ words. If children find this tricky there is an opportunity for them to be assessed in Year Two.

Learning to read at school 1:1 reading with teacher and TA (mainly EYFS & KS1) Daily phonics (EYFS/KS1) Story groups (EYFS) and class novels (KS1/2) Small group guided reading with teacher, TA or independently (starts at Y2 and continues throughout KS2) Literacy lessons (whole class) ‘reading as readers’ / ‘reading as writers’ Applying skills across the whole curriculum Hearing children read is NOT teaching them

Reading scheme Mainly use Bug Club Can also use ORT and Jelly & Bean Books chosen to meet children’s needs 90% rule (we don’t expect children to read every word) At all levels, children should be understanding what they are reading Don’t get too hung up about expression

EYFS/KS1 - Who? When? Teacher, TA or volunteer (BUT all children must work with a teacher at some point each week) Notes in reading diary (purple pen) Every day, 3 times a week, weekly? Depends on attainment and need. Early work, during assemblies (sometimes), during foundation subjects 5-10 minutes per session Focussed on teaching the skills

The 1:1 Reading Session Expectations / independence – must bring book, target card and reading record Warm up – phrase cards, sound check or comprehension Child says target Introduce or recap book Read to or with child Adult models / teaches new skill Opportunity for child to respond to text Feedback given specific to target Renegotiate target and / or choose new book (if appropriate)

Teaching sight vocabulary Need instant recall of ‘red’ or ‘tricky’ words or sometimes new key vocabulary Should be taught as part of a phrase Need to be taught explicitly Little and often Phrase cards 1:1 or very small group TA and / or teacher

KS2 - Who? When? At least 3 guided reading sessions per week Children working below ARE also get 1:1 reading (and can also be used for more able children to push them on further) Children will work with a teacher, TA and independently with a small group over a 2 week period Sequence: Pre read – Adult guided group (teaching) – Follow up activity

The Group Guided Session Target (LLT) Introduce book Strategy check Independent reading Respond to text Return to target (Feedback) Sessions will be differentiated depending on whether children are developing or experienced readers

Reading books The books assigned to children from the scheme are specifically for the teaching of reading They may have this book longer than if they were reading for pleasure Children can also have a ‘reading for pleasure’ book from the class or school library – they should be encouraged to practise their skills when reading these too; they can change these as often as they like

Target Cards Teachers, TAs, parents and children know exactly which strategy they are learning Target card colour matches book band Kept with reading record Red spot identifies the target(s) the child is working on; A blue spot shows they have achieved the target. Orange denotes ‘mastery’ Children must show they are using a strategy securely on three separate occasions to get a blue spot (can move on with blue – orange not essential)

Reading diary Guides parents, child and the next person to hear them read Comments should say what the reader can do and what they need to do next (target card!); specific praise. Shouldn’t have general praise or comments about fluency / expression (unless specific target)

Role of parents We encourage parents to hear their child read, but we don’t expect you to teach them If you can’t hear them read regularly, talk to them about what they are reading Let them see you read. It’s our job to teach them and to give them reading opportunities Use the target cards / reading diaries

Reading Online! Every child will have a username and password so that they can access Bug Club books online (this should be in their Reading Record – please see their class teacher if this is not the case). https://www.activelearnprimary.co.uk/login?c=0 Click onto “My Stuff” and choose a book to read Answer the questions with your child to help them understand what they have read

Home books Please feel free to choose some books for your child to read at home These can be found just off the hall in the “Home Books” cupboard and are all colour coded to match your child’s reading level Alternatively there are some other reading books (green and above) in the Year 2 classroom. These can be returned and replaced with new books as often as you like!

Questions?