1. Reading and Phonics Information Meeting 3rd October 2018
Parents to have decoding booklets on chairs on arrival to solve!
Talk about the feelings that parents shared when confronted with the task – anxious, worried, wanting to work with someone etc Liken to how chd feel when they first arrive at school, first start reading etc
As adults we looked for clues and patterns and this is what we need to encourage chd to do.

2. Welcome! Introductions We will be talking about - reading - key words
- phonics
Questions
Intro and thank you for coming.

3. Reading Partnership Reading is great and should be enjoyed!
Our aim is to create a lifelong love of books.
It is a partnership between home and school.

4. Reading We teach the full range of reading
strategies in school through:
whole class reading using a big book
paired reading
one to one reading
guided reading
The children experience a range of books including:
fiction and non fiction, play scripts and poetry.

5. Reading - First Steps
Later in the year your child is encouraged to bring
home a ‘free choice’ book from the
library for you to enjoy together.
They also bring home a school reading book.
Every child is individual.
Some children will take longer to develop their confidence and skills.
Please don’t hurry the process.
Chd need time to build their confidence at school, and their confidence in readiness to become a reader. When they are ready we will move then on to the next stage of their reading journey!
It is an invaluable part of the process for you to continue to share books with your child, to develop and enhance the skills that they are naturally developing at this stage.
They can choose any number of books on offer in the classroom, and share the books you have at home, borrow from friends and from the local library.

6. Your role Enjoying books and stories
Model reading, turning the pages etc
Talking about the pictures
Follow the words
Chd need to see good reading role models.
Enjoy a variety – stories, poems, rhymes.
Open the book and discuss this is the front and the back of the book – turn one page at a time – chd might not know. Look at the page numbers
Words travel from left to right, top to bottom
Talk and discuss what you can see
When they have a new book – give time to look through on own at pictures. Then look at together and discuss
When reading to your child, follow the text with your finger and encourage them to do the same. This will also develop their awareness that print carries meaning and always says the same thing.
Encourage chd to point to words. Sound out carefully and blend words. Use pictures again for clues.
Model re reading sentences for your child - do not tell them they are wrong!

7. Encourage and praise Always encourage your child to read.
Praise your child.
ENJOY!!

8. Please don’t forget the bedtime stories!

9. Our Reading Books
(Have a selection of books to show variety of schemes.)
At Wivelsfield we have books from a large range of reading schemes.
These have been sorted into nationally agreed coloured book bands.

10. This colour coded system allows children the independence to select and enjoy books suited to their
ability.
The children do select their own books and are encouraged to make good choices and to select a book that they are going to enjoy.
show stickers on books
The colours come from a nationally agreed system
Reception chd – changed regularly – so please re read the text throughout the week and write in comments – Books will be changed during class time with TA
Y1 and Y2 – change daily – PLEASE WRITE IN READING RECORD

11. This book is too easy! Let’s read this again.
Each book band caters for a wide variety of interests and abilities.
Within a band the books are diverse and encourage different skills. Therefore your child may choose a book which appears ‘easy’, however, we encourage you to let them enjoy the reading success and fluency focus on some of the other reading skills (expression, fluency, understanding of the text!)
We keep a track of read books in back of reading records. We will move them on when we feel they are ready! Please make sure you share comments in the reading records as this is very beneficial.

12. Questions? ?

13. Key words and me he mum dad went some house again half laugh was
Children are surrounded by words at school and at home.
When they are ready, children will bring home a sheet of key words to practice – some can be sounded and some we just have to know!
Please help your child to commit these to memory by reading frequently. If they are unsure of a word, read it to them.
All sheets will be left in individual folders so you can look back and continually refresh with your child. We will sign and date the sheet when completed in school.
Children can colour in the picture when they can read all the words confidently. At school we will check individual progress, at least once a week. This is when, if we feel it is appropriate, we will change the worksheet.
Please keep reading back over every sheet to ensure the words still come naturally – your child should not need to sound them out! They should just recognise them!

14. Questions? ? 14

15. Phonics We have daily phonics lessons. Fast paced approach
Lessons encompass a range of games, songs and rhymes
We use the Letters and Sounds planning document to support the teaching of phonics and Jolly Phonics.
There are 6 phonics phases which the children work through at their own pace
Using phonics well is a very large piece of the jigsaw puzzle.
Everyone needs to know how to use phonics to tackle unfamiliar word.
We have daily phonic sessions throughout the week.
these skills support spelling and writing too.

16. Phonic terms your child will learn at school
Phonemes: The smallest units of sound that are found within a word
Grapheme: The spelling of the sound e.g. Th
Digraph: Two letters that make one sound when read
Trigraphs: Three letters that make one sound
CVC: Stands for consonant, vowel, consonant.
Segmenting: The breaking up a word into its sounds.
Blending : Putting the sounds together to read a word
Tricky words: Words that cannot easily be decoded.

17. How can you help? The children must become familiar with pure phonics.
S not suh!
Jolly phonics books can be useful for pure phonic sounds.
Mr Thorne.com
When helping your child sound out words they need to use pure phonics.
Mm not muh You cannot blend muh a nuh! But m-a-n. Make sure they read the whole word after sounding it out.
Mr Thorne will help your pronunciation!

18. Spelling When spelling, encourage your child to think
about what “looks right”.
Have fun trying out different options…wipe clean whiteboards are good for trying out spellings.
tray trai
rain rayn
boil boyl
boy boi
throat throwt
snow snoa
With new words always put the word in context

19. Questions? ? 19