1. Welcome! CCPS Reading Workshop November 2016
Please help yourself to refreshments

2. Who am I?
Sara Owens
Year 2 Class Teacher
English Leader at CCPS

3. What is the purpose of this workshop?
To advise you on how to help your child with their phonics learning, fluency of their reading and understanding of what they are reading.
To give you an understanding of how phonics is taught and give you information on the Year 1 phonics screening check.
To supply you with strategies and resources you can use to help your child at home.
To answer any questions you may have about how reading is taught in school.

4. What is Phonics and why is it taught in schools?
“Synthetic phonics offers the vast majority of young children the best and most direct route to becoming skilled readers and writers”
Sir Jim Rose
Rose Review of Reading 2006
Way to teach reading has changed, now phonics based. Different schemes are used by different schools.

5. Learning the initial sounds
Before your child is able to read simple words, he or she will need to have a good understanding of the ‘initial sounds’. m a s t d i l n e f c o p r b qu g h j u k v w x y z ch sh ng nk

6. How can I help my child to learn the initial sounds?
‘pure’ sounds is essential
‘m’
Video of pure sounds modelled. Examples of ways to teach your child the intial sounds. Use eg’s of sound cards, magnetic letters,

7. Strategies to help your child remember letter formation
‘magic finger’
Rhymes
Chalk
Sand
Water bottles
Pencil and paper!

8. f-a-n t-a-p c-o-t d-i-g
Blending
When your child can recall the initial sounds, they can then start to blend these sounds to read words.
f-a-n t-a-p c-o-t d-i-g
Model using magnetic letters and sound cards to blend, using games. Word cards? Examples of pink and red level books. Cvc words blending games ‘pass the hat’ using it in every day language ‘please sh-u-t the door’

9. Moving onto more complex soundsb bb c k ck d dd g gg h j ge p pp qu t tt w wh x y sh ti ci ch
tch ay
a-e ai ee ea e
igh
i-e ie i ow
o-e oa o oo
u-e ue ew ar or
oor
ore aw au
air
are ir ur er ou th oy oi
ire
ear
ure f ff ph l ll le m mm mb n nn kn r rr wr s ss se ce v ve z zz ng nk
Handout to explain to parents

10. How you can help your child to learn all of the sounds that make up words?
‘ay’ play day say Sunday tray
Examples of books, magnetic letters, sounds cards and TEACH a sound – all three types of ay, ai etc and make sure teach a split diagraph

11. High frequency ‘tricky’ words
There are some words that cannot be sounded out using phonics strategies. These are sometimes called ‘tricky words,’ lots of them make up the ‘high frequency’ words.
was
what to I my
the
said
one
you
who
love
all
some
your
water
she he we me be
Printed high frequency words on a4 – examples of high frequency book marks

12. Comprehension (understanding)
It is vitally important that your child understands what he or she is reading.
Regularly question your child on what they are reading to check their understanding.
Predictions, prove it questions, character, questions on the front and back cover, talk about punctuation, fiction and non fiction
What do you think is going to happen? Why?
What do you think this character is like? Why?
Can you retell the story?

13. Questions to help understanding and to promote talk with your child
Style
What type of book is this? (Fiction / non fiction)
Have we read a book like this before? What other story is it like?
Look at the cover. What do you think this book is going to be about? What do you think will happen?
What is the title of the book? What can you see on the cover?
Setting
Where does this story take place? Where is this story set?
Can you describe the setting of the story?
Character
Who are the characters in this story?
Who is the most important character in this story?
Were there any characters that you didn’t like?
Why does that character behave like that?
Plot
What do you think is going to happen next?
What is the most important thing that happened in the story?
Was there a problem in the story and if so, how was it resolved?
What was your favourite part of the story? Why?
Did you dislike anything about the story?
Theme
Did you learn anything from the story? Has anything similar ever happened to you?
Do you think the story ended happily? Why?
Punctuation
Can you spot where capital letters have been used? Why have they been used?
Where are the full stops? Why have they been used?
How should you read a sentence with an exclamation mark (!) at the end?

14. Year 1 Phonics Screening Check
In June 2012 a year 1 ‘Phonics Screening Check’ was introduced. All schools must take the test. If children do not pass the test it is re-taken in year 2.
The test is made up of real and ‘nonsense’ words, containing the sounds that children have been learning.
To pass, a child must score 33 out of 40.
Phonics screening check 2012 example

15. Once phonics is mastered…
We endeavour for children to be reading with more fluency by the end of year 1.
Comprehension becomes a large part at this stage. Just because your child can read the book, does not automatically mean they understand what they are reading.
Keep questioning your child on the plot / characters / their thoughts (see questions support sheet).

16. End of KS1 reading assessments
Consists of reading paper 1 and reading paper 2.
Could be fiction / non fiction / poetry.
Children have to answer questions on what they have read.

17. How can I help my child at home?
Read them a bedtime story and discuss the book.
Have a regular routine for reading with them (do not make this a ‘chore’).
Try not to say a word for them if they are struggling (give them the time to work it out using their sounds around seconds before you help).
Talk about signs when driving, recipes when cooking and magazines. Reading is FUN!
Question your child on what they are reading.
PRAISE THEM!

18. Questions?