Phonics and Reading at Westroyd Infant and Nursery School

1. Phonics and Reading at Westroyd Infant and Nursery School Nursery and Reception 2013/14

2. *The recommended approach to teach children the skills & strategies to read and write Letters and Sounds Six phase teaching programme Embedded, consistent and systematic approach • Nursery – Phase 1 go into Phase 2 • Reception – Phase 2 go into Phase 3 and Phase 4 What is phonics?

3. Speaking & listening • Rhythm & rhyme • Extend vocabulary through talk with adults • Identify, make & explore sounds • Teaching of sounds • Blending to Read ‘c-a-t = cat’ • Segmenting to spell ‘cat = c-a-t’ • High frequency words / Tricky words What is phonics?

4. Phase 2 s a t p i n m d g o c k ck e u r h b f,ff l,ll ss Phase 3 j v w x y z,zz qu Actions with sounds

5. Think of a 3 or 4 letter word • How would you segment (break up) the word? p i n g e t f o o d n i g h t Segmenting & Blending

6. Our Aim- End of Nursery *Enjoys and joins in with rhyming and rhythmic activities showing awareness of rhyme and alliteration *Looks at books independently, holds them carefully and can hold them the right way and can turn pages correctly * Knows that print carries meaning and, in English, is read from left to right and top to bottom. 30-50 months

7. Our Aim- End of Nursery *Listens to and joins in with a range of texts, one-to-one and in groups and join in with repeated refrains and anticipates key events. *Shows interest in illustrations and print in books and print in the environment and can recognises familiar words and signs such as own name and advertising logos. *Listens to stories with increasing attention and recall and can describes main story settings, events and principal characters *Beginning to be aware of the way stories are structured and suggests how the story might end. 30-50 months

8. Children are encouraged to listen to sounds in their environment and work out what is making the sound. • Listen and identify rhyming words in stories, poems and songs. • Later in the year children are encouraged to match rhyming words. • Develop awareness of alliteration. • Develop and extended children’s vocabulary by making and using sounds and words to describe experiences • Begin to segment and blend simple words orally Access phonic activities twice a week, one of which being a teacher led activity Phonics in Nursery at Westroyd

9. Our Aim - End of Reception *Children read and understand simple sentences. *They use phonic knowledge to de- code 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. Early learning goal

10. Daily sessions of 15—20 minutes in smaller ability groups Revisit & Review Teach new sound Practice Apply new learning *Segmenting & blending simple words *Tricky words to, no, go, the, I Phonics in Reception at Westroyd

11. Practical sessions • Provision to enhance learning and opportunity to apply new learning Phonics in Reception at Westroyd

12. Children are encouraged to look after books • Reading with an adult – use questioning and prompts to encourage children to develop reading skills such as predicting and sequencing. • When sharing stories with adults children will be encouraged to listen to the sounds in words and identify rhyme. • Independently children access the reading corner or listening station *They are taught how to hold a book correctly and that we turn one page a time. Reading in Nursery

13. Opportunity to apply new skills- segmenting & blending • Once a week children read with an adult individually or in a group (guided reading) recorded in green reading diary *Promote love of reading – share a book every day in class Reading in Reception

14. 2 books home a week, one phonetically decodablebook. • 3rd book– library free choice book to share and enjoy together at home • Tricky words to learn by sight and eventually spell Reading in Reception

15. Is your child able to re-tell the story? • Can your child predict what happens before or next in the text? • Can your child talk about the main characters, setting and events in the story? • Is your child able to refer to the text and extract simple answers to question? • Can your child find information using a non-fiction book? • Is your child able to answer inferential questions about the text? (reading between the lines) • Can your child comment on the use of language within a text and suggest why an author has chosen certain words? • Does your child understand and comment on the authors point of view and he overall effect the text might have on the reader? How to respond to the text

16. Search ‘Jolly Phonics’ on the internet for action/ songs • www.phonicsplay.co.uk Feel free to join us in Reception to see some resources, activities and books that we use in school. Thank you for coming