1. Reception Reading and Writing Meeting 2018
Set up –
PPT
Wipeboard, paper & pen
Handouts (RWI pics, HW word list, 2,2,3 & 4 phoneme frames, reading at home & phonics phase sheets) & pens on chairs
Evaluations
Cloak
Phase 2 box
Bookbag, wallet, reading record, books, phonics home learning folder and sound cards
Sign in sheet
Mystery Reader sign up sheet
Parent Helper sign up sheet
Well known reading books
Guided Reading Books
iPod

2. Learning to Read and Write
As parents and carers you are your child’s most influential teacher with an incredibly important role to play in helping your child to read and write
You are a vital role model – your children need to see you reading and writing
Be enthusiastic!
Text map

3. It all starts from day one…….
Talk!! Communication is the foundation for all learning.
Tell stories – its not just about reading – story language is important too
Talk for writing
Wordless books – making up stories.
Understanding how stories are structured e.g. Once upon a time, after that, happily ever after….
Phonics – the mechanics of reading – important but not the only aspect.

4. What is phonics? Phonics is all about using…….
Skills for reading and spelling plus……..
….knowledge of the alphabet.
So how do we teach your children to read and write – we start with phonics. Teaching children the sound letters make - not the letter name to star with. We call these phonemes - Pure sounds – no schwa on the end.
Mr Thorn Utube Clip – Phonemes
Learning phonics will help your child to become a good reader and writer.

5. Phase 1 Phonics This has already started in Nursery
It is all about tuning into sounds and words
Voice sounds and shapes
Sounds around them
Rhyming
Alliteration

6. Phase 2 Phonics
Children will be learning 4 sounds each week. Each sound has a rhyme to remember the letter formation.
s a t p
i n m d
g o c k
ck e u r
h b f,ff l,ll s,ss

7. ch sh th ng ai ee igh oa ar or
Phase 3 Phonics
Once children are secure with the first 19 phonemes (sounds) and can read and spell CVC words e.g. hat, they will then learn another 26 phonemes –
j v w x y z zz qu
ch sh th ng ai ee igh oa ar or
ur ow oi ear air ure er
These include digraphs – 2 letters which ,make 1 sound e.g. ch as in chip and trigraphs – 3 letters which make 1sound e.g. ear as in tears

8. Segmenting and Blending
To teach the children to read and spell words we teach them to –
Segment – children need to be able to HEAR a whole word and SAY every sound that they hear
boat  /b/ /oa/ /t/
We use our ‘robot arms’ to spell a word
What’s in my box – a h-a-t.
Go and put on your c-oa-t.

9. We use our ‘blending arm’ to read a word
Blend – children need to be able to HEAR the separate sounds in a word and then blend them together to SAY the whole word
/b/ /e/ /d/
/m/ /u/ /g/
We use our ‘blending arm’ to read a word
Show how we might use the phonic cards to do this – can you make me cat – c-a-t.
Can you read the word I’ve made for you?

10. 3 quick things you can do a home to help with phonics -
Matching initial sounds to objects – what does banana start with?
Letter hunts around Tescos (or any other supermarket!) – can we find this week s sounds?
Play Robot I Spy – I spy with my little eye a b-u-s

11. Reading at home
Children who read regularly at home really do make more progress with their reading than those who do not.
Aim for 4 times a week – this can be reading books, library books, phonics cards, Tricky Words etc.
Read anything – shopping lists, road names, letters, library books, they all count!

12. What your child will bring home to support their reading and writing in school -
2 Reading books – initially wordless books
A library book
Reading record
This weeks phonemes sheet to practice letter formation
Phonemes cards to build and write words
Tricky word lists in their Reading Record

13. Tricky words!!
There are 45 high frequency words that children should know by the end of the Reception year
Some words are known as ‘tricky’ words. These need to be learnt by sight through practice. They are not decodable e.g to, go, the, I
We teach these as part of our phonics sessions –
Please find a copy in your pack
Impossible to sound out the!
Making it fun with Superpower words with my cloak on!

14. Reading - What to talk about?
It is just as important that a child understands what is happening in the story as the importance of reading itself
Talk about –
Emotions and feelings of characters
The weather and clothing worn by the characters
Likes and dislikes of reading materials
Predict what might happen next
Their experiences, past, present and future events
Who are the characters? (names, description, place in the family and where they live)
Where does the story take place?

15. Reading in school
We will aim to hear individual readers bi-weekly initially.
In the future your child will be heard read in Guided Reading sessions.
Guided Reading – reading the same book in a small group (different to their home reading book). Opportunity to discuss a shared book with the children and work out strategies for reading. Recorded in the Reading Record with a Guided Reading stamp.

16. Writing
Children start writing by making marks on a paper, some of which they can explain.
Once they start to grasp the concept of letters through their phonics, they will experiment with writing them, usually they will want to write their name first.
Children who have started to segment and blend sounds, will use this to help them with writing.
Emergent writing is the first form of writing. Research has shown that children will hear the first consonant in a word, then the last consonant, and finally the middle sound.
Robot arms, count the sounds, count the words, read back, capital and full stop. Write the sounds they can hear, add in tricky words.
Build it, hold it, write it.

17. Gross & Fine Motor Control
Gross motor control - the development of controlled movements of the whole body, or limbs
Good posture, balance and a stable core are required for sitting still and engaging in fine motor activities and handwriting
Activities such as dance, football, use of small apparatus, cycling, gripping climbing frames and building with large-scale construction kits all develop gross motor control.
Fine motor control - smaller movements, usually of the hand and fingers e.g. using tweezers, small construction, threading, peg boards, chopping and peeling, manipulating play dough, cutting etc.
Not ready to hold a pencil if they can’t hold their body weight on monkey bars and touch finger tips. Get them active.

18. Grip 1- the first stage of writing. Grip 2
As your child develops as a writer they will move through different stages of pencil grip. We will be supporting your child to develop the correct grip.
Grip 1- the first stage of writing.
Grip 2
Grip 3
Grip 4 – the ideal grip for writing.
All children develop at different rates in different areas – children may understand the purpose for writing and have the ability to use sounds to write, but they may not have a developed pencil grip. Daily busy fingers helps with this.

19. Intro Phonic Home Learning Folder – letter formation and phoneme cards – added to each week.

20. 2Engage – Information Sharing
Parent Share is currently what we use to electronically record the children’s learning and will be shared with you.
We are currently reviewing this system and will keep you updated on the progress.

21. Any Questions?

22. Parent Volunteers – WE NEED YOU!!!!!!!!
We are always looking for new and existing parents to become more involved with the school
We always need helpers to hear readers , help change the books and set up resources for Early Years
Can you spare an hour each week?
Mystery Reader

23. Thank You For Coming Please take a hand out
Please complete the evaluation form
Please sign up to be a parent helper
Please sign up to be a Mystery Reader
Stay and ask any questions