1. How we teach reading at Bedfont Primary School/

2. Welcome and thank you for coming to our meeting.
We aim to cover:
Phonics
Reading
Parental involvement
We are happy to answer any questions that you might have.

3. Introduction
As parents or carers you are your child’s most influential teacher with an incredibly important role to play in helping your child to read.

4. Influence your child to take an interest.
Let your child see you read books, magazines, they will want to do what you are doing they love to copy grown ups.
Choose a quiet time everyday to read a story, always read with enthusiasm and use lots of expression.
Join the library and talk about the books they choose.

5. Reading ELG
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 an understanding when talking with others about what they have read.

7. What is phonics?
Phonics is the understanding of how letters combine to make words.
We use Letters and Sounds in Early Years to teach phonics along with cued articulation

8. Cued Articulation
It is a set of hand cues for teaching the individual sounds in a word. The hand movements are logical – each hand movement represents one sound and the cue gives clues as to how and where the sound is produced.
Each sound is accompanied by a visual sign.

9. Why Phonics?
Reading and writing are like a code: phonics is teaching the child to crack the code.
Gives us the skills of blending for reading and segmenting for spelling.
Allows us to be independent readers and writers.

10. cat

11. Summary of Phonics We shall beginning to teach Phonics this half term.
The children will be receiving homework to practice their phonics, letter formation and High Frequency Words.

12. Reception High Frequency Words
Set 1
Set 2
Set 3
Set 4
Set 5 a on
not
into
down an
can
got
will
look as
dad up
that
too at
had
mum
this he if
back
but
then
she in
and
the
them we is
get to
with me it
big I
see be of
him no
for
was
off
his go
now
you

13. _________________________________
Set 6
Set 7
Set 8
Set 9
Set 10
they
help
little
house
put
all
said
one
about oh
are
have
when
your
their my
like
out
day
people
her so
what
made Mr
went do
don’t
came
Mrs
it’s
some
old
make
looked
from
come
I’m
here
called
children
were by
saw
asked
just
there
time
very
could
_________________________________

14. a an as at if in is it of off a in an is as it at of if off .
Draw a smiley face in the box each time you can read the word. a in an is as it at of if
off . a an as at if in is it of
off

16. Phonics Letter formation
Children will begin to learn how to use and hold their pencil correctly.
They will learn through play how to form letters.
Children are encouraged to write in shaving foam and sand with a variety of implements.
Above all our aim is to encourage a desire to write.

21. Reading
Our aim is to create children who will become confident independent readers.
Not all children develop at the same time or pace.
Fun discovering print all around you: the bus stop, labels at the supermarket, traffic signs, instructions etc. You will be amazed at how much your child can already read

23. How you can help your child.
Try and aim to read with your child every day to encourage enjoyment in reading
Choose a quiet time
Talk about the pictures
Encourage your child to follow the words with their finger
Encourage your child to tackle unknown words, by using their knowledge of letter sounds, reading on and looking at the picture – keep the flow going and tell your child the word if they need it.

25. Don’t Forget . . .
Be positive – don’t keep saying “no, that’s wrong” , instead say “Let’s try again/ you’ve nearly got it/ I can help you to sound it out”– boost your child’s self-confidence, it will make such a difference.
Children learn best when they have fun – don’t make reading a chore.

26. Thank you for coming to our meeting.
We are happy to answer any individual questions you might have.