Bradshaw Community Primary School

1. Bradshaw Community Primary School How we teach your child to read and write.

2. Aims for the meeting • to provide information on how we teach your child to read and write. • to enhance links between home and school and enable you to support your child’s learning.

3. Phonics • Phonics underpins early reading and writing. • Children need to develop letter sound knowledge and be able to blend sounds together to read words. • They also need to be able to segment spoken words into separate sounds to spell.

4. Letters and Sounds • At Bradshaw, we teach phonics using the government produced, ‘Letters and Sounds’ programme. • We teach the children to listen carefully to the sounds in words, blend sounds together to read words (b-a-t), recognise the symbols used to represent sounds (single letters and groups of letters) and separate the sounds that they can hear in words to write them down.

5. Blending and Segmenting The 2 key skills that children need are the ability to blend sounds together to read words and segment sounds that they hear in words to write them down.

6. How do we teach Letters and Sounds? • The children have daily phonics lessons. • Children work as a whole class, in small groups, pairs and sometimes as individuals. • Lessons are targeted to children’s needs. • Children learn through fun activities and games. The children don’t know they’re learning!

7. Phase 1 • Explore and experiment with sounds and words • Aim is to make children really listen to different sounds • Distinguish between different sounds in the environment and phonemes • Learn to orally blend and segment sounds in words These skills will be worked on throughout the reception year and beyond.

8. Phase 2 • Learn 19 sounds and learn the graphemes that represent them. • Move on from orally blending and segmenting to blending and segmenting letters to read and spell (maybe with magnetic letters) VC and CVC words • Learn letter names and letter formation • Introduce two syllable words, simple captions and some tricky HFWs.

9. Tricky Words

10. Phase 2 letter progression Set 1: s a t p Set 2: i n m d Set 3: g o c k Set 4: ck e u r Set 5: h b f,ff l,ll ss

11. Phase 3 • Teach another 25 sounds and graphemes to go with them. • Continue to practise blending and segmenting using new sounds and two syllable words. • Children continue to learn the reversibility of blending and segmenting.

12. Phase 3 letter progression Letters Set 6: j v w x Set 7: y z,zz qu Consonant digraphs: ch sh th ng Vowel digraphs: ai ee igh oa oo ar or ur ow oi ear air ure er

13. Let’s play a game!

14. Phase 4 * Blend adjacent consonants in words and apply this skill when reading unfamiliar texts, (CCVC, CVCC, CCVCC) step listclap graspstrap * Segment adjacent consonants in words and apply this in spelling Beware – Adjacent consonants are not digraphs. They make two distinct sounds.

15. Let’s play another game!

16. Phase 5 • The children will learn new graphemes for reading and spelling. • They will learn best fit spellings. E.g. ai, a-e, ay all make the same sound in words • They will continue to read and spell more tricky words.

17. Teaching Resources Include… • white boards and pens • magnetic letters • puppets • flashcards • letter fans • bingo cards

18. Reading Our aim is for your child to develop a love for reading and a skill for life.

19. What children need to know… • How to handle a book and turn the pages • How to track the text on each page • How to decode or recognise the words on the page • Most importantly children need to understand what they read. Children develop their reading skills at different rates.

20. Key Reading Skills • Children need to be able to decode words (phonics blending sounds together). • They need to recognise common words on sight (high frequency words). Some of these are decodable but many are not. the where one

21. How we teach reading • Read lots of stories and information books • Discuss stories read – interact with texts • Model reading behaviour and enjoyment • Provide a word rich environment • Lots of positive experiences with books – shared with the whole class, small groups, pairs and individual.

22. Decoding skills to comprehension As children become more competent decoders and these skills become more automatic, they can concentrate on comprehension and interpretation of the text. Change of focus in GR sessions.

23. Strategies for teaching reading • Modelled and Shared reading • Individual reading • Guided reading

24. Home reading books • Home reading books are organised into bands of difficulty. • There are different schemes in each band. • Children are informally assessed to move to the next band. • Children will move through the reading book bands at different rates.

25. How can you help? • Read with your child – share stories every day, follow your child’s interests and enjoy reading together. • Encourage your child to practise his/her home reading book daily. Little and often is best. • Be positive – encourage every attempt and praise their efforts. Make reading a really enjoyable time. • Note your child’s interests and any other comments in your child’s reading record/planner. • Please sign your child’s planner to let us know that they are ready to change their books.

26. Other important things to remember for children to become fluent readers. • Sound out words • Re-read to check it makes sense. • Use pictures for clues. • Ask questions about the book. • And most importantly ENJOY READING!

27. Writing Our aim is for your child to become a confident, independent and creative writer.

28. What do children need to do? • Think of what to write. • Rehearse what they want to write. • Write down their ideas, segmenting words to spell and recalling HFWs. • Hold a pencil correctly and be able to form letters. • Reread what they have written. • Understand what they have written.

29. What will children do? • Make marks – scribbles and squiggles • ‘Read’ marks • Use random letters (ones from their names etc…) • Single letters to represent words • Initial sounds to represent words • Initial and final sounds (sometimes dominant sounds) • Use phonetic spellings • Include HFWs • Include learned letter patterns and spelling conventions

30. Lots of different opportunities to write Lots of talk as the basis for writing Celebrate and encourage all attempts to write Model writing in a wide range of situations (making lists, writing stories, writing instructions) Phonics sessions – segmenting to spell words Learning to spell HFWs Shared writing Guided writing Independent writing First hand experiences as a basis for writing Funky finger and Letter formation activities How we teach writing

31. How you can help • Be a role model – let your child see you writing and let them help you. • Value and praise any writing your child does • Encourage them to write – cards, letters, playing school • Let them play at writing – give them a paintbrush and some water outside, chalks, different coloured pens, sketch books, folded card to make cards etc… • Encourage application of phonics and known HFWs.

32. That’s it folks! Many thanks for coming, feel free to browse and ask any questions you might have.