Reading, Phonics, and Maths Workshop

1. Reading, Phonics and Maths WorkshopThursday 20th September

2. Welcome to St Anne’s! Introduction Reading, Phonics, Writing and Maths • Children need a good start to be successful. • The correct number and letter formation are crucial at this early stage. • Speaking and listening skills are the foundations of reading.

3. Parental involvement • In a child’s schooling, parental involvement is a more powerful force than any other family background indicator and contributes to 10% of variation in educational achievement.

4. Reading, Writing and Phonics

5. How do children learn how to read? Phonics • Children learn that the spoken word is made up of different sounds (phonemes) and can match these phonemes to letters (graphemes). E.g. cas in cat, ee as in sheep • Rose report- systematic approach to phonics, daily phonics lessons, consistency through out school. (Letters and Sounds.) Word recognition Children also learn word recognition, recognising common words quickly on a page. This is important as it helps with fluency and comprehension. Picture cues From a very early age children will use the pictures as an aid to help them to understand and retell a story. This is useful but some children rely heavily on this method to help them decipher unknown words. We need to remind them of other strategies to use.

6. How do children learn how to read? Context Children can tackle an unknown word by reading the sentence without the word and then make a sensible choice of what that word is by thinking about the context of the sentence e.g. Amy bought an apple from the shop. Making Relationships Children can use words they already know to tackle unknown words. For example using rhyme (fight, light, sight, bright), read compound words (rainbow = rain + bow) add prefixes and suffixes to known words and use syllables.

7. Letters and Sounds • Letters and Sounds is divided into six phases with each phase building on the skills and knowledge of previous learning. There are no big leaps in learning. Children have time to practise and rapidly expand their ability to read and spell words. St Anne’s uses this throughout all Reception and KS1 classes. • The aim is that children will finish this programme at the end of Key Stage One, however some recapping will be done all the way through school. Not all children will learn at the same rate, however! • Your child will be supported, whatever their rate of learning.

8. Phonics • Within Reception, Phonics sessions are undertaken daily for a 20 minute period. We aim for these sessions to be fun, interactive, challenging and fast paced- fluid ability groupings. • In Reception we use puppets, games, interactive whiteboard activities, rhymes and songs and a variety of activities to keep your child engaged. We also use things such as paint, chalk, shaving foam, gloop etc.

9. Phonics terminology • Phoneme- The smallest unit of sound, the individual sounds of each letter e.g. ‘c’ • Grapheme- A minimal unit of a writing system, what the sounds looks like. • Digraphs/Trigraphs- A phoneme (single sound) that is made up of two, or three letters- e.g. ch, oa or igh. • Segmenting – breaking words into individual sounds/phonemes

10. Phonics terminology • Blending – to put/blend individual sounds together to make a word when reading • Decoding – using knowledge of Phonics to read • High Frequency Words- decodable everyday words- They can use their phonics to work the word out- eg help • Tricky words – words that are not decodable – e.g. said

11. Phonics • Children are grouped according to ability, not year group. • Throughout Nursery children will have already done phase 1, however it underpins what we do throughout all phases and is good practice. • Phase 1- exploring sounds, rhyming, alliteration, blending and segmenting. • Phase 2 - letters are introduced

12. Phase 1 • Speaking and listening is the main focus. • Children practise their listening skills by -listening to the sounds around them, to nursery rhymes and stories etc. • Where do we start? Voice sounds e.g., wheee ‘going down a slide’. • Initial sounds for names and friends names e.g. B Ben. Beginning to match some sounds to the written letter. • They begin to understand that sounds (phonemes) are spoken aloud, e.g. d-o-g dog. This is called blending. • They will also learn to do it the other way around, e.g. cat c-a-t. This is called segmenting.

13. PHASE 1 • Aspect 1 General Sound discrimination-environmental sounds To develop children’s listening skills and awareness of sounds in the environment. • Aspect 2 General sound discrimination- instrumental sounds To experience and develop awareness of sounds made with instruments and noise makers. • Aspect 3 General sound discrimination- body percussion To experience and develop awareness of sounds • Aspect 4 Rhythm and Rhyme, Nursery rhymes, poems To experience and appreciate rhythm and rhyme and to develop awareness of rhythm and rhyme in speech. • Aspect 5 Alliteration To develop understanding of alliteration. Peter Piper, She sells sea shells… • Aspect 6 Voice sounds To distinguish between the differences in vocal sounds, including oral blending and segmenting “Make your voice go down a slide… bounce a ball… sound surprised….” • Aspect 7 Oral blending and segmenting To develop oral blending and segmenting of sounds in words

14. Saying sounds • Your child will be taught how to pronounce the sounds (phonemes) correctly to make blending easier. • Teachers help children to listen to different letter sounds such as s, f, t and l and recognise the different sound that each makes. They will say the sounds like this: ‘ssssss’ not ‘suh’, ‘fffffff’ not ‘fuh’, ‘t’ not ‘tuh’, and ‘llllll’ not ‘luh’. • Wherever possible it is a good idea to try to leave out the ‘uh’ sound – blending is easier, and words sound correct, e.g. ‘mmmmm-aaaaaa-ttttttt’ = mat. • We use the actions from “Jolly phonics” to aid the kinaesthetic learners. E.g. sss ‘pretend to be a snake’. • Alphablocks on CBeebies pronounces the letters correctly.

15. Phase 2 • Generally starts in Reception class. • Continues with work from phase 1. • Where letters are introduced. • They are introduced to the sounds that letters make eg. B=b • phonemes (sounds) for a number of letters (graphemes) • They will also learn that a phoneme can be represented by more than one letter, e.g. /ll/ as in b-e-ll. • They may be using pictures or hand movements to help them remember these. • From this they will begin to start reading words (CVC words).

16. High Frequency Words • Phases 2 to 5 have a particular set of HFW that we teach. These are the most common words found in reading and we aim for the children to recognise and read them quickly. There are a further 200 words to learn thereafter. • Rocket words in Reception

17. Phase 3 Phase 3 is also undertaken in Reception normally during the Spring Term. The purpose of this phase is to: • Teach more graphemes, most of which are made of two letters, e.g. ‘oa’ as in boat. • Practise blending and segmenting a wider set of CVC words, e.g. fizz, chip, sheep, light. • Learn all letter names and begin to form them correctly. • Read words in phrases and sentences.

19. shop night meet farm chair

20. Phase 4 • Phase 4 is taught during the last term of Reception and recapped in the first half term of Year 1. • Children continue to practise previously learnt graphemes and phonemes and learn how to read and write CVCC words – tent, damp, toast, chimp. • E.g. in the word ‘toast’,t = consonant, oa = vowel, s = consonant, t = consonant • and CCVCwords – swim, plum, sport, cream, spoon. • E.g. in the word ‘cream’, c = consonant, r = consonant, ea = vowel, m = consonant.

21. Phase 4 Children also begin to sound out real and nonsense words using the phonics learnt throughout Reception and into Year 1. veb toin chot quigh

22. Phase 5 & 6 • Phase 5 is taught throughout Year 1 and then the children will generally move onto Phase 6 in Year 2. • They will learn that most sounds (phonemes) can be spelt in more than one way. For example the f sound can be written as f as in fan or ffas in puff or phas in photo. • This develops their knowledge of spelling choices. They will continue with this spelling work into Year 2 and beyond. • They will learn that most letters and combinations of letters (graphemes) can represent more than one sound. For example, the grapheme ea can be read as /ee/ as in leaf or /e/ as in bread. This supports their reading development. • Suffixes and prefixes. er, est, ing, ed, ment, ness, ful, ly • Contractions. Don’t do not • Homophones there, their, they’re !!!! • Possessive apostrophe ‘the girl’s book’.

23. c k ck ch

24. igh light Phoneme to grapheme correspondence i-e Kite How many ways can you spell the sound ‘i’? How many ways can you spell the sound ‘ai’? I I’m y Why

25. ay a-e ai

26. Reading Opportunities within the Classroom • There are lots of opportunities for your child within class to read. • Shared reading • Individual reading • Vibrant and well stocked book corners, story boards, role play areas, puppet areas and library • Opportunities to read in different subjects/ areas of learning. • Reading around the school- eg signs, vocabulary on walls etc

27. Reading Expectations Early Learning Goals Children read and understand simple sentences. They use phonic knowledge to decode 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. • Phonetic strategies to decode regular and irregular words • Strategies to understand story • Reads some irregular words Exceeding: Children can read phonically regular words of more than one syllable as well as many irregular but high frequency words. They use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary. They can describe the main events in the simple stories they have read. • Successfully uses a range of strategies to read unfamiliar vocabulary • Reads many irregular words • Can describe main events

28. Writing Expectations Early Learning Goals • Children use their phonic knowledge to write words in ways which match their spoken sounds egpancaik. They also write some irregular common words- he, she, said etc. They write sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. • Focus on writing phonetically in a range of contexts Exceeding: Children can spell phonically regular words of more than one syllable as well as many irregular but high frequency words. They use key features of narrative in their own writing. • Focus on correct spelling • Regular and many irregular words • Using key features of narrative

29. The School’s Reading Scheme Use the Oxford Reading Tree Scheme and Floppy’s Phonics books. Key characters (Floppy, Chip, Kipper, Biff, Mum, Dad) 2 reading books a week- fiction and non fiction Relate to the children’s own experience and encourage discussion.

30. Reading for pleasure! • Anytime, everywhere, different books, leaflets, comics, signs. • Let them see you reading, share bedtime stories! • Join the library. • Reading needs to be an enjoyable activity for children, not a chore. • Try and find somewhere quiet and cosy to create a calm and relaxing environment. • Need to have the time to spend on a 1-1 basis DAILY. • Bedtime Bear sent home 3 times a week. Please share a bedtime story with your child and send a photograph.

31. Skills There is more to learning to read than simply recognising or decoding the words on the page. In order to be a successful reader, children need to be able to : Retell a story using their own words Use expression Recognise key punctuation Comprehend and infer information from the text – understand the text and discuss the plot of the story e.g. how a character is feeling Mrs Calverley- Smith-Activity

32. Maths

33. Maths • As a school St Anne’s use the Concrete, Pictorial, Abstract (CPA) approach to teaching and learning in maths. This is a progressive approach. • In Reception children are taught to work with concrete resources before they extend their learning through pictorial representations. • It is only when they are secure with these methods that they move on to abstract exemplifications.

34. Maths Addition Concrete Representations

35. Maths Addition Pictorial Representations

36. Maths Addition Abstract Representations

37. Maths • At St Anne’s, we believe that teaching and learning should be personalised for the needs of each child. • This means that the Reception ELGs are met through progressive planning so that children build upon prior mathematical knowledge and skills and are given the opportunity to explain and consolidate their learning further. • In Maths lessons the children are split into three ability groups. • These are extremely flexible and change daily depending on the children- Last year example

38. Maths • After each Maths lesson we evaluate the next steps for each child and plan how we move their learning on next. • We recognise the children who have grasped the concept and plan to deepen their learning. • We also recognise the children who need to continue to consolidate and practise further their learning from that day. • This ensures that your child gets exactly what they need, at their level, to move learning on further. • In Reception there is obviously a big focus on the ‘concrete’ approach. However we will then move the children on to the pictorial and abstract concepts. • At St Anne’s we also encourage explanations of findings and answers- How do you know? How did you do that? Can you explain to someone else?

39. Number Expectations Early Learning Goals Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. Exceeding: Children estimate a number of objects and check quantities by counting up to 20. They solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups.

40. Shape, Space and Measure Expectations Early Learning Goals Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. • Focus on growing awareness - noticing, recognising • Use of language to describe, talk about Exceeding: Children estimate, measure, weigh and compare and order objects and talk about properties, position and time. • Focus on doing/application of knowledge

41. Mathletics • ICT Based • Games, visual activities set by me to practise and consolidate concepts learnt in class. • Great feedback from parents and children. Miss Coleman-Activity

42. Growth Mindset • Across the whole curriculum we actively encourage the children to make mistakes and show us their mistakes so we can move their learning forward. • If you make mistakes then you LEARN! • Please support us with this at home in order to build up determination and resilience in your child!

43. What will happen now ? Next week the children will receive: • A reading record book • Reading book – most children will be given a picture only book to begin with- these are just as important. • Then eventually two reading books a week. (fiction/non fiction) • Set of key words (Rocket words) • Mathletics username and password sent home

44. Next Steps We will assess: • Whether the child can retell a story (comprehension skills) • If they can recognise significant key words. • Once we feel children are ready, they will bring home 1 or 2 books each week. • Usually 1 of each – a fiction and a non fiction. • Later in the year when children are ready they will begin guided reading sessions in small groups.

45. What can you do? • School & family in partnership. Practise at home with a variety of texts, complete home reading records, etc. • Let the children see you and hear you read. • Library. • Interactive resources. • Little and often practise • Mathletics work • Download apps • Practise the alphabet song- upper and lower case • Word building using foam / magnetic letters • Lots of praise and value the work done. • Bring in to school to share in class. • Use the handwriting scheme at home – correct formation, capital letters, fingers spaces, punctuation marks, tall and short letters, sitting on the line etc.

46. What can you do? http://www.letters-and-sounds.com http://www.phonicsplay.co.uk/BuriedTreasure2.html http://www.phonicsplay.co.uk/DragonsDen.html http://www.phonicsplay.co.uk/PicnicOnPluto.html http://www.ictgames.co.uk- Maths and English You tube have some great number, shape and phonic songs. You tube- Jolly phonic songs phase 2 and then phase 3 Number Jacks, Number Blocks, Alphablocks episodes are great and very educational!

47. Any other business • Need lots of practice to change for PE, jumpers, socks, buttons (please name) • Independent skills- come into class put their own bags away, water etc. • Parents’ Board • Wonder Wall… Discovery Time

48. Thank you for coming, we appreciate your support!