1. Welcome to Foundation stage READING EVENING!
27tH NOVEMBER 2017

2. Reading evening Why is reading important?
How do children learn to read in Reception?
What is Phonics and how is it taught?
Why is home reading so important?
How can you help your child at home?
What does a good reading session look like?

3. WHY IS READING IMPORTANT?
nationally, 20% below the standard for reading at end of primary, in 2016, 34% below the standard.
Children who read, succeed – reading is the basis that success is built on. Reading most responsive subject to parental involvement. (Senchal and Lefevre 2002)
Importance of early literacy at home, speaking to children, oral storytelling, shared reading and sharing books/text, experiences, independent reading.
What has changed in our reading patterns at home and at school?

4. THE BUILDING BLOCKS OF A GREAT READER
Lots of opportunities for talk and experience both at home and school.
A book-rich environment,
Opportunities for children to pick up and enjoy books independently.
Children to hear adults reading every day.
Children to read independently.
Children to have the chance to practise their phonics and common exception words (tricky words) alongside this.

5. THE importance of early language development.
Lots of opportunities for talk and experience both at home and school.
A book-rich environment,
Opportunities for children to pick up and enjoy books independently
Children to hear adults reading every day.
Children to read independently.
Children to have the chance to practise their phonics and common exception words alongside this.

6. How will the children learn to read AT HEADLANDS?
READING
Have access to a book-rich environment, and be encouraged to read for pleasure, independently.
Hear adults reading aloud and discussing books every day.
Read 1-1 with an adult – every child each week.
Have their reading and phonics assessed and tracked to identify areas of need.
Have a daily taught phonics lesson every day and opportunities to practise their reading skills in provision.
learn to read words using sound blending
read lively stories featuring words they have learned to sound out and the ‘tricky’ words (words that cannot be blended)
learn 44 sounds and the corresponding letters/letter groups using simple picture prompts, mnemonic and hand action

7. The Reading & writing code!
Systematic phonics programme
Teach the sounds in a specific order so that the children can begin ‘playing with sounds’ straight away
Segmenting to spell (phoneme frames/magnetic letters/sounds on fingers)
Blending to read (sound buttons/phonics fingers)
Transferring and Applying their skills in adult led work and child initiated play

8. Background to teaching reading
There are two aspects of reading: word recognition (decoding) and language comprehension. • Synthetic phonics is an approach to the teaching of reading in which phonemes (the sounds) associated with particular graphemes (letters) are pronounced in isolation and then blended together. E.g. c – a – t The importance of oral blending and pure sounds!

9. English is a tricky language What is a phoneme? What is a grapheme?
phonics
English is a tricky language
What is a phoneme?
What is a grapheme?
What are digraphs and trigraphs?

10. English is a tricky language
phonics
English is a tricky language
What is a phoneme? – a single unit of sound c-a-t – three phonemes.
What is a grapheme? – the letter written on the page.
What are digraphs and trigraphs? – ch, sh, igh, air.

11. COMMON EXCEPTION WORDS
Words that the children cannot ‘decode’ such as the, said, so, we, me, be
These words are the most commonly occurring in the books that your children read.
Quicker learning of these words, leads to fluency faster.
Learning to write and spell these words early rapidly improves writing.

12. Phonics!
Have fun…

13. A PHONICS SESSION AT HEADLANDS
REVIEW – children will practise the sounds that they already know along with the common exception words.
TEACH – children will learn the new sound
PRACTISE – children will practise reading words by oral blending.
APPLY – games such as High Frequency Word bingo
Reading sentences.

14. phonic sounds
Make the sounds as pure as you can…take off the ‘-uh’ Copy the action s say and stretch ssssss. Keep your teeth together and hiss. Snake hands a sing and bounce a-a-a-a. Open your mouth wide as if to take a big bite of an apple. Ants your arm t say and bounce t-t-t-t as you tick your tongue behind your teeth. Move head from side to side p say and bounce p-p-p-p. Make a light popping sound as you say p-p-p. Blow the candles out on your finger. i sing and bounce i-i-i-i. Make a sharp sound at the back of your throat and smile. Stroke whiskers at side of face

15. n sing and stretch nnnnnn
n sing and stretch nnnnnn. Keep your tongue behind your teeth as you say nnnnnn. Stretch arms out wide like a plane
m sing and stretch mmmm as you press your lips together hard. – rub tummy
d sing and bounce d-d-d-d. Tap your tongue gently behind your teeth. Tap a drum
g sing and bounce g-g-g-g. Make a soft sound in your throat as you say g-g-g. Circle hand like water going down a plug hole
o sing and bounce o-o-o-o. Push your lips out and make your mouth into an O as you say o-o-o. Turn the light switch on and off.

16. ASESSMENT AT HEADLANDS
Phonics checks half termly.
Common exception word checks.
Reading records
Reading diaries
Phonics screening check (Y1).
KS1 SATS.

17. HOME READING

18. Every child has a reading diary and a book according to their band.
Read the book with your child at home and comment or initial in their reading diary.
Every child will read with their teacher once a week, books will be changed when they have read at home or when they have read with their teacher.
Ask questions about what is happening in the pictures, how may the characters be feeling, what is going to happen next?
Are there any tricky words? Or diagraphs?
Encourage use of phoneme fingers to help.
Reread the sentence from the beginning.

19. IMPORTANCE OF READING
Did you know that there is a significant positive relationship between enjoyment and attainment – pupils who read more are also better readers.
Young people who reported enjoying reading very much were six times more likely than those who did not enjoy reading to read above the expected level for their age.
Children who read for pleasure made more progress in maths, vocabulary and spelling further up school than those who rarely read.
Our aim in Reception is to develop a love of reading within all pupils – please help us by reading at home!

20. POWER OF READING PROJECT
Kirklees-wide initiative focusing on ensuring best practise in the whole- class teaching of literacy.
Text-based units of work and high quality literature at the heart of all learning.

21. HELPING YOUR CHILD AT HOME

22. MAKE PHONICS AT HOME FUN!
Make reading an integral part of your children's lives. Have them read menus, roadside signs, game directions, weather reports, cinema time listings, and other practical everyday information. Also, make sure they always have something to read in their spare time when they could be waiting for appointments or riding in a car, audio books are a good thing to have too!
Read, read, read! Can you spot the tricky words? Can you spot the digraphs? What does the sentence say, can your child read it back?
When out in the environment, see what symbols and signs you can see. Sound the letters out with your children to blend them together.
Encourage your children to use their phoneme fingers when sounding out words.

23. Play games with your child such as ‘I Spy’ so they can look for items with initial sounds
Another game to play, start off using just the speech sounds and then immediately say the word. eg …At the shop I will buy a… /m/ /a/ /p/ – map, a /b/ /e/ /d/ – bed, a /d/ /u/ /ck/ – duck. Encourage your child to join in with you after you have this modelled for them. Then say the sounds and ask your child to say the whole word.
Play tricky word snap / memory games.
Sound talk words, ‘can you get your c-oa-t?’ ‘Time for b-e-d!’
Finally, give lots of praise! Show enthusiasm for your children's reading, your reaction has a great influence on how hard they will try to become good readers. Give them a love of reading!

24. READING DEMONSTRATION

25. THE READING SEQUENCE
Title, author, prediction
Pictures
Blend to read
Check comprehension
Retell

27. THANK YOU FOR COMING TO OUR READING EVENING.
Any questions?
THANK YOU FOR COMING TO OUR READING EVENING.