1. Parent Workshop Friday 28th September 2018
Learning to Read
Parent Workshop
Friday 28th September 2018

2. Teaching reading 1970s - now
1970s – look and say (aka ‘whole word’)
1980s – ‘real books’
1990s – National Literacy Strategy (NLS)
2010s – phonics, phonics, phonics!

3. The ‘Searchlight’ Model
Phonic Knowledge (sounds and spelling)
Text
Grammatical Knowledge
Knowledge of Context
Word recognition and graphic Knowledge

4. Phonics
Read Write Inc’ (Ruth Miskin) ensures all children are being taught phonics consistently across school
In EYFS/KS1 – daily sessions
Not just about ‘knowing’ sounds – ‘applying’ them is the key
We teach other strategies alongside phonics in our 1:1 reading sessions

5. Teaching and using phonics
Sounds introduced in three sets in specific order (aka ‘speed sounds’)
Segmenting / Blending (F-r-e-d Talk)
‘Nonsense’ (alien) words (reflecting Year 1 test)
Hear it, say it, read it, write it
‘Red’ or ‘Tricky’ Words: There are some words they just have to know (e.g. no point sounding out ‘the’) ‘If it’s red, it’s hard to Fred’

6. A sample phonics lesson…with Mrs D!
(…and F-r-e-d the Frog!)

7. Phonics – Top Tips for Parents
Avoid the ‘schwa’ – soft sounds only
MZSc
Don’t make them sound out whole words
Initial sound
Blend first 2-3 sounds
Then have a ‘good guess’
It’s ok for them to use other strategies too
Sounds will be sent home to practise once learnt in school

8. Phonics Screening Check
In Summer term, all children in Year One take part in a statutory assessment.
This contains 40 words which all phonetic.
20 consist of real words, 20 ‘alien’ words.
If children find this tricky there is an opportunity for them to be assessed in Year Two.

9. Learning to read at school
1:1 reading with teacher and TA (mainly EYFS & KS1)
Daily phonics (EYFS/KS1)
Story groups (EYFS) and class novels (KS1/2)
Small group guided reading with teacher, TA or independently (starts at Y2 and continues throughout KS2)
Literacy lessons (whole class)
‘reading as readers’ / ‘reading as writers’
Applying skills across the whole curriculum
Hearing children read is NOT teaching them

10. Reading scheme Mainly use Bug Club Can also use ORT and Jelly & Bean
Books chosen to meet children’s needs
90% rule (we don’t expect children to read every word)
At all levels, children should be understanding what they are reading
Don’t get too hung up about expression

11. EYFS/KS1 - Who? When?
Teacher, TA or volunteer (BUT all children must work with a teacher at some point each week)
Notes in reading diary (purple pen)
Every day, 3 times a week, weekly? Depends on attainment and need.
Early work, during assemblies (sometimes), during foundation subjects
5-10 minutes per session
Focussed on teaching the skills

12. The 1:1 Reading Session
Expectations / independence – must bring book, target card and reading record
Warm up – phrase cards, sound check or comprehension
Child says target
Introduce or recap book
Read to or with child
Adult models / teaches new skill
Opportunity for child to respond to text
Feedback given specific to target
Renegotiate target and / or choose new book (if appropriate)

13. Teaching sight vocabulary
Need instant recall of ‘red’ or ‘tricky’ words or sometimes new key vocabulary
Should be taught as part of a phrase
Need to be taught explicitly
Little and often
Phrase cards
1:1 or very small group
TA and / or teacher

14. KS2 - Who? When? At least 3 guided reading sessions per week
Children working below ARE also get 1:1 reading (and can also be used for more able children to push them on further)
Children will work with a teacher, TA and independently with a small group over a 2 week period
Sequence: Pre read – Adult guided group (teaching) – Follow up activity

15. The Group Guided Session
Target (LLT)
Introduce book
Strategy check
Independent reading
Respond to text
Return to target (Feedback)
Sessions will be differentiated depending on whether children are developing or experienced readers

16. Reading books
The books assigned to children from the scheme are specifically for the teaching of reading
They may have this book longer than if they were reading for pleasure
Children can also have a ‘reading for pleasure’ book from the class or school library – they should be encouraged to practise their skills when reading these too; they can change these as often as they like

17. Target Cards
Teachers, TAs, parents and children know exactly which strategy they are learning
Target card colour matches book band
Kept with reading record
Red spot identifies the target(s) the child is working on; A blue spot shows they have achieved the target. Orange denotes ‘mastery’
Children must show they are using a strategy securely on three separate occasions to get a blue spot (can move on with blue – orange not essential)

18. Reading diary
Guides parents, child and the next person to hear them read
Comments should say what the reader can do and what they need to do next (target card!); specific praise.
Shouldn’t have general praise or comments about fluency / expression (unless specific target)

19. Role of parents
We encourage parents to hear their child read, but we don’t expect you to teach them
If you can’t hear them read regularly, talk to them about what they are reading
Let them see you read.
It’s our job to teach them and to give them reading opportunities
Use the target cards / reading diaries

20. Reading Online!
Every child will have a username and password so that they can access Bug Club books online (this should be in their Reading Record – please see their class teacher if this is not the case).
Click onto “My Stuff” and choose a book to read
Answer the questions with your child to help them understand what they have read

21. Home books
Please feel free to choose some books for your child to read at home
These can be found just off the hall in the “Home Books” cupboard and are all colour coded to match your child’s reading level
Alternatively there are some other reading books (green and above) in the Year 2 classroom.
These can be returned and replaced with new books as often as you like!

22. Questions?