1. FOUNDATION STAGE & KEY STAGE 1
PHONICS AND READING
FOUNDATION STAGE & KEY STAGE 1

2. Aims of tonight…
Show you a flavour of the how the children progress through the RWI programme.
Know and understand some of the technical vocabulary we use with the children.
Recap Set 1 Sounds- learn more about Set 2 and Set 3 sounds.
Examine the reading process and skills needed to develop good comprehension
Suggestions for how to support children with their reading at home

3. Phonics in the Early Years
Children take part in activities to help them hear and discriminate different sounds
Rhyme and alliteration
4 sounds taught per week and all reinforced on a Friday.
Constant reinforcement of phonic skills throughout the day
Sound books will be sent home along with other resourses to support learning at home

4. Phonics at Key Stage 1
Children’s phonic knowledge assessed throughout Key Stage 1
Children grouped according to need
Up to 5 sounds taught per week – 30 minute sessions every day
Constant reinforcement of phonic skills throughout the day
Over time Year 2 lessons become more GAPs focused and incorporate spelling patterns
A phonic decoding assessment carried out in Year 1 at the end of the Summer term
40 words and non-words that each child attempts to read independently
Children who do not pass will take the check again at the end of Year 2

5. Set 1 Sounds
Single letter sounds + sh, ch, th, ng, nk
Taught in daily intensive and fun sessions- reviewed on a daily basis.
There is also a focus on the formation of these letters- need to form correctly!
Need to have this knowledge securely embedded before they can move on
Are practical and interactive –Fred puppet, What's in the bag, magic box, alien puppets
Pace is fairly quick
Provide opportunities to say sound out loud in real and alien words every day
Provide opportunities for writing real and alien words every day
Robot speak and phonological awareness at all opportunities throughout the day

6. Cut off the ‘ugh’ part of your sound
Children need to speak purely and in a clear voice with no ‘ugh’ sound
Have a go… t y h n m
Great website- Mr Thorne Does Phonics

7. Meet Fred
Fred talks differently from you and I. He can only ‘Fred talk’ (Sometimes robot talk)
He uses his single sounds to segment (pull apart) and blend (put back together) to read words…
c - a - t = cat
d - o - g = dog
ship = sh - i – p
chop = ch – o – p

8. Green Words CVC – Consonant, Vowel, Consonant
Words we can ‘sound out’
CVC – Consonant, Vowel, Consonant
eg: pot, sat, tip, map, mop, bat
CCVC - Consonant, Consonant, Vowel, Consonant
eg: crop, chop, ship, chip, shop

9. ‘Pseudo Words’ nonsense / alien words
Once children can read the single sounds they begin reading real words.
However they also need to use their sounds to read nonsense words.
d- i – l -p = dilp
v-u-d- s = vuds
z- o- t- a = zota

10. Red words
Tricky Words- words that cannot be sounded out… the, said, you, my…
No magic answer for learning these- just need to recognise them!
Practice- look, say, cover, write, check
Silly rhymes - what- what
- said- snakes and indians dance

11. Set 2 and 3 sounds
Set 2
ay, ee, igh, ow, oo, oo, ar, or, air, ir, ou, oy
Set 3
a_e, ea, i_e, o_e, u_e, aw, are, ur, er, ow,
ai, oa, ew, ire, ear, ure, tious, tion
Speed sound chart

12. What can skilled readers do?
Skilled readers can:
Answer a question about the content
Anticipate what happens next based on hints in the story
Actively interact with the text and relate ideas presented in the text to their own knowledge and experiences.
In other words not only are they a fluent decoding but they COMPREHEND what they are reading.

13. Reading Process – Skills
Extracting meaning
Clarify - Notice the bits that don’t make sense
Summarise – develop a mental map of the text
Select and retrieve information – seek the specific
Respond and explain-what you think and feel
Inference – see layers of meaning, empathise and predict
Language for effect – consider word choices
Themes –similarities and differences between like texts or others I have read
These higher order skills can be developed at the earliest stages when you are reading to your children. We have a list of questions/ prompts that you can take with you tonight

14. 3 levels of comprehension
Can your child find evidence directly from the text?
What did……… do?
How many……… were/are there?
Who is the main character………?
Where is the story set?
Can your child think and search for the answer?
What happened when……… did………?
What happened to………?
What do you think might happen next OR what happened before?
Where was…… when this was happening?
Can your child answer questions without referring to the story? (It is your child’s opinion and thoughts)
Have you ever…?
Do you think they should behave like this?
In your opinion…
Why do you think he behaved like that?
How do you feel about……?
What does this look like in school and at home when your child is reading to you or equally when you are reading to them?

15. Encouraging your child to read
Lead by example.
Make time to read.
Turn the TV off.
Keep books around at home.
Don’t think you can’t tell a story well.
If your child is reluctant to read, don’t force them.
Reading is a pleasurable activity, we don’t want it seen as a punishment or a chore.
Songs and nursery rhymes.
Playing simple games
Remember that there are lots of things to read.
Library visits.

16. Your Child’s Reading Experience In School
FASTER Reading
Home sharing/School reading books
Daily phonic sessions
Guided reading sessions
Discovery/Challenge Time Reading
Story Time
Library Books
Your child reads everyday at school in lots of different ways!

17. HAND OUTS TO TAKE HOME How to support your child with reading
Questions to support comprehension
Phonic Sounds