1. Foundation Stage
Teaching Reading, writing & phonics

2. Introduction How we teach reading at school
How you can help your child to read at home
Homework
Phonics
Writing

3. Teaching children to read
Our aims
Teaching reading at school
Supporting with reading outside of school

4. Our Aim
To give children the best start possible to become accomplished readers by developing a skill for life with confidence and enjoyment.
Children need to master the basics of reading as early as possible so they can then go on to explore the magical and powerful books.
Children are reading less as their lives become more crowded with other activities.
17% would be embarrassed if a friend saw them with a book.
Develop a love for reading.
3 in 10 youngsters read daily in their own time.
Reading outside lessons was linked to strong academic achievement. Young people who read outside class on a daily basis were 13 times more likely to read above the expected level for their age.

5. Research
Reading outside lessons was linked to strong academic achievement.
Young people who read outside class on a daily basis were 13 times more likely to read above the expected level for their age.
BBC – National Literacy Trust Sept 2012

6. Activities in school
Cross Curricular
Listening/reading Corner
Word games
Puzzles
Learning environment
Shared Reading
Guided Reading
Personal Reading
Daily Phonics
Individual reading
Use of Technology

7. Reading at home Enjoy It!
Make reading an enjoyable experience. Give your child lots of praise and reward for their reading. Have fun looking at the pictures and relating the story to the children’s own life and experiences.
Make Time!
Choose a good time when you and your child can be together. Try to make sure you are not disturbed and avoid distractions such as the T.V.
Let your child hold their book themselves. This helps them to learn which way up the book should go and where the beginning is. They will also learn to hold their book and turn the pages carefully.

8. Reading at home
There is more to being a good reader than just being able to read the words accurately.
Express yourself!
If your child is reading the words accurately encourage them to add expression to their reading. You do it first, then ask your child to have a go. You could also search for punctuation in the text e.g. ?, !, and discuss what these mean.
Practice, Practice, Practice!
Regular practice will make all the difference to your child’s reading. Spending a little time reading each day and filling in your child’s reading diary will help to build their confidence and pride in what they are achieving.
What happened?
Talk to your child about the book; about the pictures, the characters, how they think the story will end, their favourite part. This will show you that they have understood the story.

9. Supporting reading at home
Reading books
Reading diary
Phonic Pack
Websites

10. Reading activities at home You can support your child at home by:
1. Getting them to open the book by themselves
2. Locating the author, title and start of the story
3. Discussing the front cover, predict story
4. Finding words on a page that they know and can read
5. Reading the story with them or to them
6. Asking questions about what they have read or heard
7. Encouraging them to join in with parts they know
8. Asking them to tell the story from the pictures
9. Trying to sound out unfamiliar words
10. Leaving a word out that they don’t know and read the sentence again, guessing what it could be
11. Retelling the story in their own words
12. Talk about the characters or the setting

11. Reading activities at home
You can support your child at home by:
13. Re-reading for accuracy and identify own mistakes
14. Using language features – speech marks, exclamation marks etc
15. Sharing their own reading material – comics, information books, packets, newspapers, cookery books etc
16. Discussing new vocabulary and what it means
17. Comparing stories, discussing which was their favourite
18. Visiting the school or local library
19. Tricky words
20. Find sounds they know in the text

12. Homework Why? An essential part of good education
Develop the skill of independent learning
Enable pupils to make maximum progress
Promote cooperation between home & school
Provide educational experiences not possible in school
Consolidate and reinforce learning in school
Practice skills taught in school
Develop good work habits for the future
Keep parents informed about their child’s learning

13. Synthetic phonics
“An approach to the teaching of reading in which the sounds (phonemes) associated with particular letters (graphemes)”.
News – phonic check

14. Developed by Ruth Miskin
All children will learn to read and write quickly and easily
Widely used and tested and has been hugely successful in many schools
All of our staff have been trained in this system
Instruments
Matching sounds
Animals
Body percussion
Nursery rhymes
Making sounds with their voice

15. Terms you may hear Phoneme – the sound you make
Grapheme- one letter or one group of letters used to write one sound
‘f’ can be written with the grapheme f(fun) or ff (huff)
‘igh’ can be written with the grapheme igh(night) or i(knife) or ie(tie)
Blending- how sounds are blended to create the word

16. Principles
Pace
Praise
Purpose
Participation
Passion

17. Speed sounds
Set 1
m a s d t I n p g o c k u b f e l h sh r j v y w th z ch q x ng nk
Set 2
Ay ee igh ow oo oo ar or air ir ou oy
Oxford Owl website

18. Complex speed sounds-one sound-many graphemes
a-e ea i-e o-e u-e aw are ur er ow ai oa ew ire ear ure tious tion

19. How do we teach the children?
Sound-letter pictures
lively mnemonics
Blending and segmenting
Applying phonic knowledge to reading books at child’s own level

23. Fred Talk
Fred is a puppet who says, reads and spells words in pure sounds; he never says the whole word so the children do this for him. He never adds ’uh’ after a consonant sound e.g. fuh luh muh

24. c-a-t p-i-g w-i-sh
f-u-ll r-ai-n m-oo-n
c-r-u-n-ch

25. Red Words – word recognition
Learn when introduced in ditty or storybook. These words contain graphemes thata re not on the chart. The grey letters are the ‘grotty’ graphemes.
I the you your said

26. Blending Assisted blending-Fred puppet Blending with cards-chart
Blending with magnetic letters-individual boards with magnetic letters
Independent blending-Fred fingers
Independent spelling-Fred fingers
Reading (blending)
Blending is the third of the 5 basic skills:
Words can’t be blended if only one letter sound has been taught.
However, the first stage in learning to blend can be taught. This is to listen for the word when the teacher or parent says the sounds. For example, f-u-n makes ‘fun’.
Activity
Choose simple words from the picture on screen and call out the sounds. Ask everyone to listen for the word and call it out.
(Sample set of words: s-u-n, d-o-g, b-oy, m-ou-s-e, f-i-sh, n-e-s-t.)
In the beginning a little practice is needed most days.
Children who can hear immediately that s-u-n is ‘sun’ tend to have a naturally good ear for sounds. They rarely have problems with learning to blend sounds by themselves.
With practice, all children become successful. However, it does take longer for some, and these children find learning to read more difficult.
Doing this type of activity at home is hugely beneficial.

27. Reading books
Ditty books
Storybooks

28. Holding a pencil

29. Practise daily
Chalks
Felt tips
Whiteboards and pens
Clipboards

30. Activities to develop fine motor skills
Using pincers
Using pegs
Manipulating play dough
Picking up small objects & putting in a bottle
Lego

31. Handwriting script

32. Cursive Handwriting Script
AIM: That all children develop a legible, fluent and fast handwriting style.
Letters are produced in a flowing movement, which helps the development of a physical memory of how each letter is written.
Promotes hand eye coordination, motor skills & brain function.
Letters all start in the same place and flow from left to right, which reduces the likelihood of reversal mix-ups such as b/d and p/q.
Because of the smooth flow, writing soon becomes quicker and easier.
A cursive style of handwriting is recommended by the British Dyslexia Association.
Eventually it becomes neater than script

33. Organisation RWI leader
FS children will be taught as a whole class for around 6 weeks
RWI leader will regularly assess all children to ensure they are in the correct groups
Children placed in small groups depending on progress
Individual work will be done with children if needed