1. Phonics and Reading Parents Workshop
Thursday 6th October 2016

2. Read fluently Write confidently Speak articulately
Children who read at home do well at school
Read fluently
Write confidently
Speak articulately

3. The simple view of reading
From learning to read ……to reading to learn
2006 Government review on the teaching of early reading advocated that Phonics should be the primary approach to teaching children how to read.

4. Early Learning Goals
LITERACY
ELG 09 Reading  
ELG 10 Writing
MATHEMATICS
ELG 11 Numbers
 ELG 12 Shape Space and Measures
UNDERSTANDING THE WORLD
ELG 13 People and Communities
ELG 14 The World
ELG 15 Technology
ELG 16 Exploring and Using Media and Materials
ELG 17 Being Imaginative
Communication and language
ELG 01 Listening and Attention
ELG 02 Understanding
ELG 03 Speaking
Physical Development
ELG 04 Moving and Handling
ELG 05 Health and Self-care
Personal, social and emotional
ELG 06 Self-confidence and Self awareness
ELG 07 Managing Feelings and Behaviour
ELG08 Making relationships
EXPRESSIVE ARTS AND DESIGN

5. Getting children talking and developing their vocabulary
Family time
Role Play
Home Proud books
Different school topics that follow the children's interests but also challenge them
School trips and experiences
Reading books
At home
Sharing reading books
Encouraging children to talk about day to day things & what they see around them
Reading other books at home & having other experiences outside of home.

6. Phonics
Teaching children to read by breaking words down into sounds.
Our Phonics programme is Read Write Inc
- Rigorous & effective
The aim is for all children to have completed the phonics programme by the end of Year 1 and then move on to developing comprehension skills
The children are assessed every half term to see how they are progressing. They work together with children who are at a similar stage to them
Understanding phonics

7. This is an example of the initial assessment we did with the children 5 weeks ago when they first started

8. First we teach children one way of reading and spelling the English sounds

9. We begin with the set 1 sounds.
The children are taught to say the sounds clearly and not to add an ‘uh’ on the end. This helps them when they come to blend the sounds in words. They will be able to hear the words much more clearly
Pronunciation

10. The children are also given a hook to learn the sound by using pictures in the same shape as the sound.

14. This means that children learn to read and write the sounds very easily.
They are taught to
hear the sound say the sound read the sound. then practise writing in the air
Blending & Fred Talk
Blending is when you put together the sounds to make a word .
Fred the frog helps us to read things in sounds
We copy things he says to help us hear the sounds in words then we practise reading
his special green words
We also have a go at reading “alien words”

15. When they are confident in recognising and reading the set 1 sounds as well as blending them in words.
We teach the children another way of writing (grapheme) the sounds they already know.
These are set 2 sounds

16. Set 2 sounds still have a picture associated with the sound but it is no longer to help them with forming the letters. It comes with a phrase which helps them recall the kind of words that use that sound.

17. Set 2 sounds are taught in the same way as Set 1 , hearing the sound, saying the sound, recognising the sound then reading it in words.
The green words all have sound buttons on the bottom to help children recognise where there is a sound which has more than one letter in it.

18. Set 3 sounds go even further and teach children a third and fourth way of writing (grapheme) the sounds they already know.

19. The children are then expected to think carefully about which way of spelling a sound they use when they write. The speed sounds wall is constantly added to during the year as the children progress and this remains as a support particularly when the children get to this stage.
Is it .....
cayk?
cake?
caik ?

20. Reading books
The children initially start on picture books to develop their skills handling books and to develop their vocabulary.
They are also chosen to help them learn the characters names.
When they become more confident in blending the sounds to make words we then move on to books with words in.
These are linked to the phonics work we do in class. So there should be no sounds in those books that the children haven’t already been taught.

21. The aim is for all our children to be confident in reading.
Reading at home
We encourage the children from the beginning to turn the pages of the books themselves
They must look at the words and have a go at “Fred talking” the words
If your child is struggling with a word and its one they should be able to “Fred talk” then rather than telling them straight away I would say the sounds for them and see if they can hear the word.
We discourage the children from looking at the pictures and guessing
Books MUST be in on a Monday

22. Sound and word books
- Reinforce the sounds we have been learning in class.
- Word books contain one red word and one green word each week.
- Red words are words we just have to learn. Green words can be blended.
At this stage children need to just learn to recognise the sounds and words.

23. What you can do at home to support your child
Find out what sound they have been learning at school
Practise Fred talk with them
Practise blending sounds to hear the word
Reading books
Reading books for pleasure (library)
Encourage lots and lots of talk developing their vocabularies
The Read write inc resources are available on Amazon and from some Waterstones stores as are the Oxford Reading Tree books
There is also lots of support for phonics and reading on our class page.