1. Aims of the workshop
To introduce the strategies your child needs in order to develop reading and phonic skills.
To introduce you to the reading bands, the phonic programme of Letters and Sounds and how we make reading and phonics fun in school.
To introduce practical ways for you to help support reading and learning of phonics at home.

2. Hiltingbury Infant School Thursday 12th January 2017
Reading
Hiltingbury Infant School
Thursday 12th January 2017

3. Introduction You are your child’s first teacher.
From a very early age your child will experience a wide range of activities to develop their reading.
We need to work in partnership to build on and develop your child’s interest in reading as well as learning the skills to become a fluent and confident reader.

4. Word Reading Strategies
For your child to read they need to learn to develop a variety of strategies to help them to read for meaning
1. Using the pictures to give them clues.
2. Use their sounds ( phonemes ) to help decode and then blend the sounds together to read the word. Children use initial sounds first then they move on to the digraphs and long vowel sounds such as oo, ea.
By Year 2 they should be able to use all the alternative pronunciations for the same sound. For example ea, ee, ey, e, e_e. ie to help them decode.
3. Looking for parts of a word that they can chunk together e.g. ‘an’, ‘at’.
4. Looking for part of a word within a word
5. Reading words from sight that can’t be decoded such as ‘said’.
6. Skipping the word then reading on to the end of the sentence. Hopping back and reading it again to predict what the word could be.
7. Using the sentence and the whole text to help them make a grammatical or contextual guess, that could make sense.
e.g p l an B l an ket
e.g hand stand

5. Name:
Reading is Fun!
Individual book marks will be given out in guided reading sessions next week as an aid to help the children remember to use different strategies when reading.

6. Themes and conventions
Reading domains.
Higher cognitive demand, but it is possible to train these thinking muscles at all ages
Making meaning is the guide and the goal
Word reading
Comprehension
(knowledge and experience of the world brought to bear alongside strategies)
Inference
Language for effect
Themes and conventions
Cracking the code: piecing together the cues to make a word make sense in context
Clarify
Monitor and summarise
Select and retrieve
Respond and explain
Empathise
Predict
See layers of meaning
How part relates to whole: writer’s choices in relation to intention
Categorisation: similarities and differences between like texts/ other texts I have read
Noticing the bits that don’t make sense
Developing a mental map of the text
Seeking the specific…
What you think and feel

7. Developing Comprehension Strategies
1.Clarifying- Understanding or describing the events in a story. Noticing the bits that don’t make sense.
2. Selecting and retrieving -Making references to parts of the text to show evidence in the book to answer a question. Identifying and understand the structure of the book- whether non fiction or fiction. Looking at how the book
is organised and presented. E.g –naming and locating non fiction features.
3. Deducing and Inference skills- Using clues from what has been read to help predict what will happen next? Using clues from what characters say or do to explain their motives. Empathising with the characters in a story.
4. Responding and explaining
What the reader thinks and feels about the book. They might like to discuss what they
like/dislike about it. They might want to explain its purpose and their overall judgement about it explaining their reasons to others.
5. Language for effect
Explaining and talking about the way the writer has written the book through the language they have used. Looking at the effect of specific words to convey meaning e.g about characters, setting or atmosphere.
6. Themes and conventions
They might relate the text to others that they have read before that are similar or written by the same author. They will talk about the differences between the texts they have read.
7. Monitor and summarising
Using clues from the text to help them develop a mental map of the whole text.

8. Reading Books in school
Book Bands
11 Bands – Pink to Lime
Extension readers – Copper to Sapphire
Guided Reading
Children bring home their guided reading book and a book of their choice.
School Library books

9. Hiltingbury Infant School Thursday 12th January 2017
PHONICS
Hiltingbury Infant School
Thursday 12th January 2017

10. Terminology – do you know what these words mean?
Vowel
Consonant
Digraph
Tri-graph
Split-digraph
Phoneme
Grapheme
Blend
Segment

11. Letters & Sounds
The materials build on the approaches, games and activities from previous programmes and reflect the principles of high quality phonic teaching.
The programme is divided into six phases.
It is taught on a daily basis.
The children are taught to decode real words and
nonsense words that we call ‘alien words’.

12. Fun ways to help them learn to decode words Letters & Sounds - a multi-sensory approach

13. The 44 phonemes

14. What is covered in Phase One?
Phase One complements a broad and rich language curriculum. There is an emphasis on oral work, developing children’s language structures, vocabulary and phonological awareness.

15. The overarching aim of Phase One is to encourage children to listen carefully and talk extensively about what they hear, see and do.
Phase 1 is divided into 7 aspects
The first three aspects are to help children with
General sound discrimination
Aspect Environmental sounds
Aspect Instrumental sounds
Aspect Body percussion .
Phase 1

16. Phase 1 Aspect 4 Rhythm and Rhyme
Aspect 5 Alliteration
Aspect 6 Voice sounds
Aspect 7 Oral blending and segmenting
Phase One type activities continue well beyond the introduction of Phase Two.
Phase 1

17. Systematic high quality phonics – Phase Two-Six
Introduction of grapheme–phoneme (letter-sound) correspondences begins at Phase Two and this is the point at which a programme of systematic phonic work should begin. e.g s,a,t,p,i,n,
By the end of Phase Three children should know one grapheme for all the phonemes in spoken English; e.g oa,oi,ee,igh
At Phase Four they should be able to read and spell words containing adjacent consonants; e.g bl, cr, tw, tr . Such as ‘t r a p ‘ or d r ai n.
At Phase Five, children begin to recognise and use alternative ways of pronouncing the graphemes and spelling the phonemes they have been taught; e.g ea,ee,ey,e,e_e. Or as g and j
At Phase Six they develop skill and automaticity in reading and spelling.
e.g children being word detectives to find suffixes and prefixes such as ‘ly’, ‘ment’, ‘ness’ or un…..and dis…at the beginning or end of words.

18. Phase 2

19. Phase 3

20. Phase 5

21. strom moist gloof shrub pleeg pumpkin yibe fighting clube fuel
Phonics Screening Test in the Summer Term in Year 1 An example of the words in the test
Alien words Real words
strom moist
gloof shrub
pleeg pumpkin
yibe fighting
clube fuel

22. Practical Phoneme Mat challenge
Can you segment the word into phonemes on the phoneme mats?

23. Is there guidance on teaching High Frequency Words?
There is specific guidance on teaching High Frequency words.
They are divided into 2 categories,
-decodable words e.g. an, dad, down, went
-‘tricky’ words and misconception words
e.g. the, was, they, said, use, our etc.
Children learn to read the ‘tricky’ words in many ways e.g playing games such as bingo or playing matching pairs to help them learn to read these from sight.

24. Ways to support your child at home
Look in book bags for your child’s home learning or on the windows of Year R for the Phonic focus. Also look on DB Primary for games your child can play to support the phonics that they have learnt that week.
It is essential that phonemes are correctly pronounced in order for children to blend words successfully. Please ask class teachers if you are unsure how to pronounce the phonemes given.
Play Bingo – either with their tricky words or with words containing their weekly phonemes.
Play Hangman using the sounds not letter names
Play pairs – matching the same words with the focus phoneme.
Ask your child to find you 3 things around the house with the focus phoneme in. Give them a time allowance e.g. 1 minute. Or they could play with a brother or sister to see who can get the most words.
Practise writing the words in different colour felt pens.
Put words containing their phonemes or tricky words into a sentence. They can write the sentence down themselves or tell it to you to write down for them.
How many alien words can they say or spell in 1 minute with the focus phoneme?
Use magnetic letters to write different words containing the focus phoneme. Could they change the word by changing 1 letter e.g. change paid to maid or hat to bat etc.
Squirters- Using water bottles filled with water squirt on the ground or the
wall to make words or graphemes.

25. Homelearning for reading.
Children bring home an outline of the phonemes and tricky words being taught each week.
Keep it short and fun – little and often.
Play games for reading the tricky words such as Bingo or matching pairs games to find the words/phonemes in reading books.
Look on the DB Primary Learning Platform, specifically on the homepage, where there is a page on ‘Guided reading’ and ‘Phonics’, and the School website for ways to support your child at home.

26. Local Library Service -Hampshire Library service –
-Summer reading challenges at your local library
Children achieve certificates
and we display them in school.