1. Reading & Phonics Workshop for Reception Parents
Helping your child become a confident reader.

2. Being able to read is the most important skill children will learn during their early schooling and has far- reaching implications for lifelong confidence and well- being.

3. It iz tiem too gow hoam sed v kator pilla
It iz tiem too gow hoam sed v kator pilla. But iy doat wont 2 gow howm sed th butt or flie. Iy wot to staiy heyr.

4. What is Phonics?
Phonics is a systematic and synthetic approach that supports children to read and write quickly and skilfully. They are taught how to:
recognise the sounds that each individual letter makes
identify the sounds that different combinations of letters make - such as ‘sh’ or ‘oo’
blend these sounds together from left to right to make a word
segment the sounds in a word e.g dog d-o-g

5. Phonics vocab! Phoneme - the smallest unit of sound in a word
Grapheme – the letter that represents the phoneme
Blending - putting individual sounds together so that we can read a word
Segmenting - breaking up words into their individual sounds so that we can spell a word

6. Phonics vocab! Digraph – two letters that make one sound
Trigraph – three letters that make one sound
Tricky words
Sound buttons

7. How many phonemes are in the word cat?
How many phonemes in the word sock?
How many graphemes in the word sock?
Can you think of a word with one digraph in?
Can you think of a word with a trigraph in?

8. Showing an awareness of rhyme and alliteration.
Distinguishing between sounds in the environment
Exploring and experimenting with sounds and words
Beginning to orally blend and segment phonemes
The seven aspects: Environmental sounds Instrumental sounds, Body percussion, Rhythm and Rhyme, Alliteration , Voice sounds, Oral blending and segmenting
Introduced in pre-school and nursery and continues into reception. A lot of phase 2 phonics games involve using these skills.

9. Phase 2
Set 1: s, a, t, p Set 2: i, n, m ,d Set 3: g, o, c, k Set 4: ck, e, u, r Set 5: h, b, f, l Set 6: ff, ll, ss Phase 2 tricky words: I, no, go, to, the

10. Phase 3 Set 7: j, v, w, x Set 8: y, z, zz, qu
Consonant digraphs: ch, sh, th, ng
Vowel digraphs: ai, ee, oa, oo, ar, or, ur, ow, oi, er
Trigraph: igh, ear, air, ure
Phase 3 tricky words: he, she, we, be, was, you , they, all, are, my, her

11. Phase 4
In Phase 4, no new graphemes are introduced. The main aim of this phase is to consolidate the children's knowledge and to help them learn to read and spell words which have adjacent consonants, such as trap, string and milk and two syllable words.
Phase 4 tricky words: have, like, so, do, some, come, were, there, little, one, when, out, what.

12. Revisit Teach Apply Practise
Phonics in School!
Revisit Teach Apply Practise

13. Using phonic knowledge to read…
Blending is a vital skill for reading. The separate sounds (phonemes) of the word are spoken aloud, in order, all through the word and are then merged together into the whole word. This merging is called blending. For example, the adult would say F-r-e-d and the child would blend It to say Fred.

14. How can I support blending skills?
Try breaking down simple words when you are giving instructions or asking questions, such as
“Can you find your h-a-t (hat)?”
“Where is the c-a-t (cat)?”
“Sit on the s-ea-t (seat).”
Find real objects around your home and practise ‘sound talk’. First, just let them listen, then see if they will join in, for example, saying:
“I spy a p-e-g – peg.”
“I spy a c-u-p – cup.”
When reading, encourage children to say each phoneme and begin to say them more quickly. If they are finding it tricky, model blending the word.

15. Reading 30-50 months • Enjoys rhyming and rhythmic activities.
• Shows awareness of rhyme and alliteration.
• Recognises rhythm in spoken words.
• Listens to and joins in with stories and poems, one-to-one
and also in small groups.
• Joins in with repeated refrains and anticipates key events and
phrases in rhymes and stories.
• Beginning to be aware of the way stories are structured.
• Suggests how the story might end.
• Listens to stories with increasing attention and recall.
• Describes main story settings, events and principal characters.
• Shows interest in illustrations and print in books and print in
the environment.
• Recognises familiar words and signs such as own name and
advertising logos.
• Looks at books independently.
• Handles books carefully.
• Knows information can be relayed in the form of print.
• Holds books the correct way up and turns pages.
• Knows that print carries meaning and, in English, is read from
left to right and top to bottom.

16. Reading Early Learning Goal
Children read and understand simple sentences. They
use phonic knowledge to decode regular words and read
them aloud accurately. They also read some common
irregular words. They demonstrate understanding when
talking with others about what they have read.

17. Reading should have a purpose!
Children will often read but they will become successful and confident readers if they have a reason to read!
Reading should be a purposeful activity that has an outcome. For example:
To find out what happens at the end of the story
To make informed decisions and opinions
To read instructions about how to play a game
To find out some facts

18. What makes a good reader?
Has good phonic knowledge
Can recognise high frequency and tricky words
Is able to make sense of what they read
Understands how text works
Is exposed to a rich variety of texts e.g fiction and non fiction
Reading comprehension starts at birth through:
Speaking and listening
Acquiring language
Understanding how language works

19. Reading at School
Letters and Sounds: children learn to match letters to sounds (segmenting and blending), recognise common words and read with expression. Groups are matched to their current phonic knowledge and understanding.
Individual reading: children choose books to explore without an adult or teacher in our reading area
Shared reading: whole class –teacher reads a text showing the children what good readers do
Guided reading: small groups of similar ability

20. Guided Reading More personalised approach to teaching of reading
Small ability based groups
Focus on particular needs of that group so all children are challenged and extended
Books can be chosen to suit interests and ability of that group
Children can learn from each other
Opportunities to discuss and analyse texts
Experience different types of texts

21. Understanding how text works…
Print carries meaning
Orientation of the book
Title provides information about content
Direction that English language is written and read in
Seeing punctuation marks on page
Illustrations as another source of information
Different layouts –speech bubbles, writing on two pages

22. Reading Comprehension
In order for children to be fluent readers they should understand what they have read. This is not an automatic process. They need to be taught a range of reading comprehension strategies.
There are 3 types of comprehension:
Reading the lines (using phonics to read words)
Reading between the lines (understanding the author’s intentions and meanings)
Reading beyond the lines (reacting to the text, appreciating and valuing the author’s meanings, understanding and evaluating the author’s work)

23. And Jill came tumbling after.
Even the simplest texts can be read at a level that allows children to read between the lines and beyond the lines.
Jack and Jill
Went up the hill
To fetch a pail of water
Jack fell down
And broke his crown
And Jill came tumbling after.

24. At a literal level we can read it as a brief narrative about climbing up and falling down a hill.
But as you read it, you might begin to think of some questions e.g What do Jack and Jill look like?
All readers are likely to have a different interpretation of what happened. Young children read in this way too. They might wonder why Jack and Jill had to go and get the water, ask what happened next or comment on words such as pail or tumbling.
By doing this they are going beyond the literal and trying to read between the lines and beyond the lines.

25. Developing reading comprehension
Read a text more than once!
Predict what is going to happen next and give a reason why
Move from recognising words or working them out using their phonic knowledge, to making meaning from them
Building up to using a “storyteller’s voice” or reading with expression
Enjoyment of reading
Parents modelling good reading

26. Questions to develop comprehension
It is important to ask your child questions either throughout the story or at the end.
Literal/closed questions
What is the name of the dog/cat etc?
Open ended questions
What is your favourite part?
Deductive or inferential questions
What kind of character was the wolf?
Why do you think the giant was angry?

27. What can I do at home to help?
Read, read, read!
Read to your child as often as you can
Read in a comfortable and quiet place
Have a bedtime routine that involves a story
Model the habits of a good reader
Before reading, talk about what the book is about
Talk about reading and why you like reading
Share a book together –Hear them read as often as you can
Read and recognise tricky words within the story
Create a good reading environment

28. What can I do at home to help?
Give them time to decode the word
Ensure children have access to a range of reading materials: books, poems, magazines and leaflets
Take up everyday opportunities when you are out and about
Visit the library and give books as presents
Capture their interests – if they want to read a comic, let them!

29. Pause, Prompt and Praise
Pause to help them work out the new words
Prompt by using some of the techniques mentioned
Praise them for trying whether they are right or wrong
It is important to use as many clues as possible to help your child when they encounter difficulty.

30. My child is a great reader! Can I still help them?
Yes! As children develop their reading skills they may want to read in their heads. When they do become fluent readers, you should not insist on too much reading aloud but there are still many things that you can do. Use the questioning to develop their comprehension to challenge them further!

31. No matter what I do, my child doesn’t want to read!
Read to your child as much as possible
Don’t make an issue out of it
Paired reading
Make it fun!
Organise a treasure hunt around the house on a rainy day. Give your child a list of things that they can find in the house and see how quickly they can collect all the items.

32. Reading for Pleasure!

33. Useful websites Booktrust www.booktrust.org.uk
Read Together
Silly Books
Signed Stories
Seven Stories
Oxford Owl

34. Useful Websites www.phonicsplay.co.uk
literacy based games