1. Welcome to Ashley School Reading Workshop for Parents
Rebecca - introduction

2. Why do we read? For enjoyment To immerse yourself in another world
To have shared experiences
For information
To develop our imagination
To learn new language
To help us with our writing
Partner talk for parents, then reveal answers

3. What matters about learning to read?
Not when but how
It should be enjoyable not a chore
That children understand what they read
Being able to talk about what they have read
Gaining story knowledge and language as a pre-cursor to writing.

4. Phonics and reading at Ashley
Sharing stories in Reception
Whole class story times
Reading scheme - Children are guided through our reading scheme - Books are chosen carefully for the level of the reader
Whole class/group guided reading
Phonics sessions
Library
Partner talk for parents, then reveal answers

5. Now it’s time for a story!

6. What if my child chooses a book without words?

7. Tie in with authorship and writing – you have to be able to speak a story in order to be able to write one.

8. A range of strategies is essential for a child to become a really successful reader
Phonic knowledge
Picture clues
Knowing words by sight (common/high frequency words)
Context
Letter patterns within words
The goal of reading is comprehension –understanding what you are reading.

9. What to do when reading together at home.
Talk about the cover pictures and what they think might be inside the book
Look at the title
Talk about the pictures before looking at the words.
Encourage the child to find words, phrases or letters Point to text as you or they read – knowing the difference between letters, words and sentences.
Fill in any difficult words to keep the flow where appropriate.

10. Phonic Knowledge
Recalling the shape of the letter (or selecting it from a display) when given its sound.
Hearing the first sound in words and saying words with the first sound.
How many sounds/phonemes? How many letters?
Blend them together to make the word. Knowing what sound a letter makes and actions (Jolly Phonics)
Knowing the names to the corresponding sounds.

11. Phonic Knowledge
It is really important to pronounce phonemes (sounds) very clearly and not add ‘uh’ at the end For example: Long sounds - m mmm not muh e.g. n s f l Short sounds - t b d i g c Don’t say suh - a - tuh for sat - can make blending sounds to read words and spell words difficult. **

12. Blending and segmenting sounds
Say the sounds (phonemes) – can they blend (or squeeze) the sounds together to say the whole word (start of reading).
p in p a t
Say the word - Then see if they can separate the sounds they can
hear using their fingers.
man m a n