Welcome to the Key Stage 1 Reading Presentation

Today’s presentation... Introduction Read, Write, Inc. Pure sounds practice Reading using phonics Writing using phonics High Frequency Words (HFW) Reading at home Questions to ask when reading with your child Any questions?

The Power of Reading “Reading is the most important skill students must master at school - it is the necessary condition for all learning.” Ruth Miskin Reading supports children in all curriculum areas. At DES we aim for children to be reading by the age of 7. Reading should be a pleasure, not a chore!

Two core reading skills Word Recognition and Decoding Comprehension The ability to recognise words in and out of context. The ability to blend letter sounds together to read new words. The ability to understand the meaning of the words and sentences in a text. The ability to understand the ideas, information and themes in a text.

Opportunities for Reading at DES Phonics Shared reading Guided reading Independent reading time Story Time Reading across the curriculum Home Readers

Read, Write, Inc. Read, Write, Inc. lessons for one hour each day The lesson is split into three parts:- Phonics and word time. Reading a levelled book. Writing tasks based on the book.

Phonics and Word Time Children learn a new sound and/or revise previously learnt sounds. Please look out for any new sounds sent as homework. Blending sounds together to read new words. Segmenting the sounds in words to spell them.

Reading in RWI Children read a levelled reading book. Activities to build up their ability to read the words in the book (practising sounds, reading words from the book, matching words to pictures, vocabulary). Activities to build up their comprehension of the book (book introduction, questions about the story, retelling parts of the story, talking about the pictures)

Writing in RWI Children work on writing questions linked to their story book. Different activities such as:- Writing descriptive words Writing sentences and paragraphs Spelling activities Finding and correcting errors in sentences

Pure Sounds There are 44 sounds in the English language but only 26 letters. Children first learn simple speed sounds. Learning pure sounds supports children to blend sounds for reading.

Using Phonics to Read Children are introduced to a character called Fred. He only speaks in sounds. He can say the sounds c_a_t but not the word ‘cat’. The children help to blend the sounds. Children use Fred talk to help them read ‘Green Words’. These words can be read using phonics. Some words need to be learnt by sight. These are called ‘Red Words’. Words like said, the and was are all red words.

Green Words

Red Words

Red or Green? was tap have shop my chip your what

Red or Green? was tap have shop my chip your what

Using Phonics to Write Children need to be able to segment the sounds in words to write them. Encourage your child to say the word they would like to spell out loud (e.g. ‘pot’). Ask your child to put the sounds on their fingers. Children say the sounds in the word to help them to write.

High Frequency Words The most common words children find when reading. Some use phonics, many need to be learnt by sight. Support your child to learn just a few of these words each week, and practise them often.

Learning to read high frequency words There are lots of ways to support your child to learn high frequency words, including: Dice games Bingo games Flashcards – a few at a time Find and match the word in the book Cutting and reordering letters and words Card games such as pairs and snap

Why support reading at home? Parents, carers and families have a vital role to play in helping their children achieve their full potential. Department for Education Parents can improve their children’s academic performance by the equivalent of up to six months’ schooling by reading together, singing songs and even sharing family meals. Organisation for Economic Co-operation and Development There is ample evidence that parents who promote reading as a valuable and worthwhile activity have children who are motivated to read for pleasure. Literacy Trust

How can I support reading at home? Sequence to support your child’s independent reading: 1. Book Introduction 2. Strategy check 3. Independent reading 4. Returning to text for questioning

How can I support reading at home? Book Introduction: Spend some time introducing the book and familiarising your child with it. Look at the front cover. Allow them to look through the pictures. Predict what the book is about and what might happen. Look at the blurb on the back cover. Relate the book to their own experiences.

How can I support reading at home? Strategy check: What strategies do you and your child use if they get stuck on a word? Listing the strategies refreshes your child’s memory and gives them the confidence to tackle new words. Can they use phonics? Is it a high frequency word? Can they use clues from the picture or context? Does it look like another word they know? (e.g. could, should, would). Can they ‘chunk’ the word by reading parts of it (e.g car/pet for carpet).

How can I support reading at home? Independent reading: Allow your child some time to read independently. During this time try to remind your child of strategies they can use, rather than giving them unknown words.

How can I support reading at home? Returning to the text for questioning: This enables you to check your child has understood what they have read. Types of Questions Vocabulary Understanding the meaning of words in the text. Inference Thinking questions – e.g. how might a character be feeling, why did something happen? Prediction Thinking about what might happen. Explanation Giving reasons. Retrieval Find it questions – looking for specific information. Sequence Ordering events and retelling.

Any questions? Please feel free to ask any questions and look through the resources on display.