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Phonics and Reading at Yarm Primary School

Phonics and Reading at Yarm Primary School. Purpose of the Evening. To explain all about Phonics To understand how children begin to read To develop an understanding of the link between the phonics we learn and how it helps them to read.

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Phonics and Reading at Yarm Primary School

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  1. Phonics and Reading atYarm Primary School

  2. Purpose of the Evening • To explain all about Phonics • To understand how children begin to read • To develop an understanding of the link between the phonics we learn and how it helps them to read. • To understand how reading develops as children progress through school. • Our school’s approach to reading.

  3. The Simple View of Reading • Children need to learn two things in order to read… • Word recognition processes • Language comprehension processes. • In order to comprehend written texts children must first learn to recognise ‘decode’ the words on the page.

  4. What is phonics? Phonics is more than just the alphabet, it is learning about the link between letters and the sounds they make. Phonics is the skills of segmenting (breaking down the words into their separate sounds) and blending words (merging the sounds together to read).

  5. Our Approach to Phonics • Synthetic phonics • Daily phonics teaching • Stage not age

  6. At Yarm Primary we use a highly structured synthetic phonic approach of the Jolly Phonics programme to teach children the sounds needed to decode words. We teach discrete phonic sessions but also include phonics teaching in English lessons.

  7. Phonics teaching begins in Nursery when children begin to recognise sounds. Children should become familiar with the 42 letter sounds by the end of Reception. They should begin to build on their knowledge of alternative spellings of sounds in Reception and throughout Year 1.

  8. The sounds are taught in a specific order (not alphabetically). This enables children to begin building words as early as possible.

  9. Phoneme – the smallest unit of sound in a word. Grapheme – a letter or combination of letters representing a sound. Digraph- 2 letters making one sound cow Trigraphs- 3 letters making one sound night Split digraphs- 2 vowels with a consonant in-between. Used to be known as the magic e! spine - i_e

  10. Phonic terminology

  11. How often are the children taught phonics? EYFS – twice a week and included in English daily. Year 1 - 4 times a week alongside being included in English teaching . Year 2 – included in English teaching. Sessions provided according to needs.

  12. Phonics sessions • Revisit sounds • Introduce new sound with action and look at the letter/s that make the sound • Practise – read a selection of words/match picture to word/ generate own list of words • Apply – complete individual/group activity • Assess – Play a game or show children alien to read names.

  13. Phonics video https://www.youtube.com/watch?v=ByPW0xDpsnE Jolly phonics songs www.youtube.com/watch?v=ByPW0xDpsnE&t=421s

  14. Phonics activities • Children complete a variety of activities during phonics sessions: • Bingo • Recording words linked to a sound (in a sentence) • Sound hunt • Create/ build words using magnetic letters or dice • Matching the picture to the word • Highlighting sounds in a text • Writing sentences using tricky words • Phonics Play – www.phonicsplay.co.uk • Ict games – www.ictgames.com • BBC Bitesize - www.bbc.co.uk/bitesize/ks1/literacy/

  15. How does Phonics impact on Reading… • Alongside the phonics teaching happening in school, the children are learning to read. • They are taught to look at the letters in the words and the sounds that they make. • Over time they become more skilled at this and read more fluently. • They also use other cues (pictures, HFW).

  16. Loving to Read, Loving to Learn Reading is the foundation of a successful education. When children struggle in learning to read, they often struggle in other subjects as well.

  17. Over to you… The evolution of the universe is determined by its quantum state. The wave function of the universe obeys the constraints of general relativity and in particular the Wheeler-DeWitt equation (WDWE). For non-zero Λ, we show that solutions of the WDWE at large volume have two domains in which geometries and fields are asymptotically real. In one the histories are Euclidean asymptoticallyanti-de Sitter, in the other they are Lorentzian asymptotically classical de Sitter. Further, the universal complex semiclassical asymptotic structure of solutions of the WDWE implies that the leading order in ¯ h quantum probabilities for classical, asymptotically de Sitter histories can be obtained from the action of asymptotically anti-de Sitter configurations. This leads to a promising, universal connection between quantum cosmology and holography.

  18. Our Approach at School • When your child starts school they are able to access many books. • There is a dedicated reading area in every classroom. • In Early Years the children are taught phonics (the building blocks of reading). • As they progress they access reading materials to share at home.

  19. Our Approach at School • The use of reading schemes • Power of Reading • Guided reading • Allowing the children time during the day to sit and read • Stockton Book of the Year • Class readers

  20. What do the children think? • I like reading with my teacher… • I like the different activities that we do… • I like that it is a quiet time to read… • We read interesting books and learn about them…

  21. Key Stage 1 • The children’s guided reading sessions follow a different scheme to their home reading book. • They have a home school reading diary and they are able to change their reading book as often as they wish providing they have read it at least twice depending on the length.

  22. Key Stage 2 • By the time the children enter Y3 the majority are reading a library book at home, which they choose independently. • They access guided reading sessions at school. • They also have a home school reading record.

  23. Guided Reading • The children look at both fiction and non-fiction texts and explore all genres. • The rest of the class are engaged in reading related activities.

  24. Guided Reading • This takes place at a dedicated time each day within school. • Your child’s teacher works with a small group (approximately six children) who are of a similar reading ability, listening to each child read and asking the group questions about the text.

  25. Over to you… • How would you answer the following questions taken from a Y6 comprehension?

  26. Library in school… • We have two dedicated libraries within school • Early Years and KS1 use the Little Library in the small hall • KS2 use the upper school library in the hut. • All children have a time to visit the library each week.

  27. Reading at Home • Reading with your child is vital. Research shows that it's the single most important thing you can do to help your child's education. It's best to read little and often, so try to put aside some time for it every day.

  28. Did you know…? • Reading time adds up

  29. Which type of reader do you want your child to be?

  30. Reader “A”Reads for 20 minutes each day3600 minutes in a school yearApproximately 1,800,000 words • By the end of Year 6 • Reader “A” will have read for the equivalent of 60 whole school days. • Reader “B” will have read for only 12 school days. • Which reader do you expect to have the better vocabulary? • Which child would you expect to be more successful?

  31. What can I do to help? • When you read to your child, make the experience interactive - ask questions about the story, the pictures and what they think of the characters. • As their reading skills grow, gradually let them turn the tables until they're reading to you. • Use dictionaries together for difficult words - a picture dictionary can make exploring language more interesting. • Enrol your child at the local library so they can try new books regularly.

  32. What can I do to help? • Keep an eye out for the themes that catch your child's imagination at school - and help follow it up with more reading. • When you come across an unusual or funny-sounding word, help your child find out what it means and write it on the fridge door with magnetic letters. • As your child gets older encourage them to pick up other books around the house to boost familiarity with 'grown-up' language. Suggest a reading list, and encourage your child to write down thoughts on the books they have read.

  33. Websites that can help • www.phonicsplay.co.uk • www.bbc.co.uk/cbbc or www.bbc.co.uk/cbeebies

  34. Finally • Thank you, please feel free to look around the tables at the resources we use in school and collect any handouts.

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