1. Literacy
Reading
Spelling
Writing

2. Reading
Creating a love of reading in children is probably one of the most powerful ways of improving children’s academic achievements in school and beyond.

4. Reading
Reading is all about acquiring meaning for enjoyment, information and understanding.

5. Reading requires two skills
1.Phonics and Word Recognition
The ability to recognise words presented in and out of context.
The ability to blend letter sounds (phonemes) together to read words.

6. The ability to understand the ideas, information and themes in a text.
2.Understanding
The ability to understand the meaning of the words and sentences in a text.
The ability to understand the ideas, information and themes in a text.

7. How we do it at CVIS At the Beginning
We start with rhymes, picture books and lots of conversation, asking open ended questions and encouraging the children for their opinions about the characters, settings etc. as well as discussing their book choices.

9. How the book ‘works’ How the book works:
Where is the title on the page?
Can you turn to the first page of the story?
Point to the first word
What letter does it start with?
Follow the words with your finger

10. Concepts of Print for Parents

11. Starting to read letters and words
Lots of word play/games
Identifying letters, segmenting and blending
Look for patterns
Look at words around us

12. Strategies for reading unfamiliar words
Sounding out
Noticing what the word looks like and whether it is similar looking to other words in the text– cat, can, cap)
Using rhymes in the text
Read on past the unknown word to the end of the sentence then go back

13. What to do if your child gets stuck
Use picture cues. Look at the picture. Does it help?
Use sounding out first. What sound does the word begin with? Can you say the sounds in the word? Say the sounds faster to blend them together.
Read to the end of the sentence. What would make sense?
What is the text about – what might fit here?
Does it sound right?

14. Use their own experiences and opinions to convey understanding
How many times can you see this word on the page?
What letters are in the word? Are there any words that look similar?
What does that mean, how do you know?

15. Comprehension support
Lots of discussion about what is read and what is not ‘read’ (inferences)
Prediction
Open ended questions, (see next slide)
Video

16. Closed vs Open Questions!
Do you like this book?
Do you like this character?
It’s a good story isn’t it?
Do you like reading?
Are you good at reading?
Do you like this kind of story?
Change these questions so that the answers cannot be yes or no.
What do you like about this book?
What do you think of this character?
Why do you think this is a good story?
What’s great about reading?
Why are you a good reader?
What is it about these stories that you like so much?

17. How the Banding Works Band Colour Old NC Level 1 Pink W 2 Red 3 Yellow4
Blue
1 (C/B) 5
Green
1 (B) 6
Orange
1 (B/A) 7
Turquoise
1 (A) 8
Purple 2C 9
Gold 2B 10
White 2A 11
Lime 12
Extended

18. How you can help at home
Using the targets on the book marks will enable you to give focused guidance to your children
Read with your child daily
Enjoy books/reading yourself

19. Targets
During guided reading we have assessment focus levels that we use to assess the reading process and progress made.
These levels have been transferred onto the bookmarks so when you read at home you can discuss the points we have been using in school.

20. eg. Pink Level PF Targets
Pink Book Band ELG R9
PFs
To find the title words.
To open the book to start at the first page.
To turn the pages one at a time and know which page to look at next.
To match spoken word to what has been read.

21. Eg. Extended PF Targets EXTENDED, AN EXAMPLE OF PART OF THE BOOKMARK
Read independently and establish meaning, providing evidence from the text
Discuss which vocabulary sets the scene and mood
Understand inferences

22. Unique!
Don’t compare, it may you make you and therefore your child anxious.
Not everyone will reach the extended reading band by year two. As long as they have made adequate progress, which they will have, there is something to celebrate.
Your child is unique and will learn at their own pace.

23. Reluctant Readers
If your child is reluctant to read, read the story to them, maybe making mistakes to encourage engagement.
Have lots of varied reading material available, including comics, Kindles, library books, road signs, shopping.
Sit and listen.
Respect their choices.
Enjoy spending time together looking at books, (develop a love of books).

24. Spelling Jolly phonics – sounding out words to spell them
Sound patterns – for this terms sound patterns KS1 – website
Tricky words – word lists on the website

25. How do we teach spelling
Rhymes Look cover write check In context, (using words in sentences)

26. Handwriting Pencil Grip – Snappy fingers and froggy legs
Forming letters correctly

27. Letter formation

28. Homework Guide

29. Thank You Any Questions?