1. READING PRESENTATION

2. The most important rule for reading… If a child feels successful they will be successful.

3. You have been teaching your child to read since they were a baby… Singing songs Listening for rhymes Patterns of language Stories at bedtime (Carry on with this please!) These are all essential components for developing reading.

4. Now we are doing it together... http://www.broadway.worcs.sch.uk/parents /learn_to_read/receptionhttp://www.broadway.worcs.sch.uk/parents /learn_to_read/reception -We start with picture books – how pages are ordered, picture clues, recognising characters -Then we move to phonic based books which use the sounds in the order that we teach them (see your phonic mat)

5. Focus on Phonics (Letter Sounds) Phoneme – sound Grapheme – letter or group of letters that make that sound Useful websites for parents: http://www.learnwithplayathome.com/2012/08/the- z-of-learning-letters-90-ways-to.html http://www.phonicsplay.co.uk

6. Pure sounds Try not to put on a vowel grunt! http://www.youtube.com/watch?v=qpAWfmZ SDE0 (Pronouncing the Phonemes on YouTube)

7. Vowel Blends, etc  There are more than 26 sounds.  Many phonemes (sounds) have more than one grapheme (letter/group of letters to represent the sound).  The order in which these are taught are in your handout. Example: http://www.youtube.com/watch?v=eCjJYB07aSUhttp://www.youtube.com/watch?v=eCjJYB07aSU - Jolly Phonics sounds in order with all graphemes

8. But there is so much more than phonics... Poetry – repeated patterns Traditional stories – what will happen next Stories with repeated patterns. (We Are Going On A Bear Hunt) Put the subtitles on the TV (even if the sound is on) So library visits, story time

9. There is more to reading than phonics! If you are reading a challenging text let them tap your arm when they want you to read and put their hand on your knee when they want to do it. Matching words and pictures. Comprehension – can they use a recipe with you, can they talk about the story, do they have an opinion? Vocabulary development – use synonyms (such as lift/elevator). Model language back to your child (for example if they say something incorrectly).

10. ENJOYMENT Don’t worry if they do not want to read their school book – all reading is valuable! Remember to talk about what they have read – even if they are reading to themselves. (There is a sheet of suggested question openers in your pack).

11. A few pointers… Habit and routine Little and often (5-10 mins per day) Quiet time if possible, don’t worry if it isn’t Maintain the flow Keep it successful (but don’t be afraid of correcting, even if it is during a discussion later) Take time to talk Let us know how it is going ALWAYS read to your child – even when they are a confident and able independent reader

12. There is help on our website... http://www.broadway.worcs.sch.uk/parents /learn_to_read/receptionhttp://www.broadway.worcs.sch.uk/parents /learn_to_read/reception -We start with picture books – how pages are ordered, picture clues, recognising characters -Then we move to phonic based books which use the sounds in the order that we teach them (see your phonic mat)

13. A few other useful websites… http://www.bbc.co.uk/schools/websites/4_11/sit e/literacy.shtmlhttp://www.bbc.co.uk/schools/websites/4_11/sit e/literacy.shtml (There is a link for older children, which is useful for more able children). http://www.crickweb.co.uk/ks2literacy.html http://resources.woodlands- junior.kent.sch.uk/games/educational/literacy2. htm