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Foundation Stage Reading Meeting

Foundation Stage Reading Meeting. Monday 7 th November 2011. Letters and Sounds. In 2007 Sir Jim Rose completed his independent review into reading. His findings concluded that: Language comprehension and word recognition is important Speaking and Listening plays a major role

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Foundation Stage Reading Meeting

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  1. Foundation StageReading Meeting Monday 7th November 2011

  2. Letters and Sounds • In 2007 Sir Jim Rose completed his independent review into reading. His findings concluded that: • Language comprehension and word recognition is important • Speaking and Listening plays a major role • Blending and segmenting are reversible processes • High quality, daily discrete lessons at a brisk pace • Multi-sensory approach • Careful monitoring and assessment needed

  3. What do we do? • Phonics taught 5 x 20 mins sessions • Ability grouped • Continually assessed/monitored • Termly Trackers handed into SMT • Phonic Readers • Reinforced throughout the curriculum

  4. Not all children will learn at the same rate! • Your child should be supported whatever their rate of learning • There is a very close link between difficulty with phonics and hearing, so if your child is making progress more slowly than expected, it is worth having their hearing checked.

  5. Phonics Phases • Phase 1- Begins at preschool and continues throughout Key stage 1 • Phase 2- Initial phonemes and tricky words • Phase 3- Learn digraphs/trigraphs • Phase 4-Adjacent consonants • Phase 5- Alternative spelling/ pronunciations • Phase 6- Endings e.g. rules for ‘ed’

  6. Phase 1(The most important phase) • Your child will be learning to: • Have fun with sounds • Listen carefully • Develop their vocabulary • Speak confidently to you, other adults and children • Tune into sounds • Listen and remember sounds • Talk about sounds • Understand that spoken words are made up of different sounds

  7. Phase 1 • Phase 1 is made up of 7 different areas: • Environmental sounds • Instrumental sounds • Body percussion • Rhythm and rhyme • Alliteration (words that begin with the same sound) • Voice sounds • Oral blending and segmenting

  8. Phase 2 • This is begun in the Foundation year. • Children begin to formally learn the sounds in the English language (there are 44 sounds) • Children start with s,a,t,p,i,n and we use Jolly Phonics actions, stories and picture cards to support the introduction of these sounds. • Phonics sessions are fun sessions involving lots of speaking, listening and games.

  9. Sound talk • The separate sounds (phonemes) are spoken aloud, in order, all through the word, and are then merged together into the whole word. • The merging is called blending, and is a vital skill for reading. • Eg: c-a-t = cat

  10. Sound talk • Children will also learn to do this the other way round. Eg: cat = c-a-t • The whole word is spoken aloud and then broken up into its sounds (phonemes) in order, through the word. • This is called segmenting, and is a vital skill for spelling.

  11. Learning the phonemes • Children will learn the phonemes (sounds) for a number of letters (graphemes) • They will also learn that some phonemes are made up of more than one letter, eg: /ll/ as in b-e-ll • We use actions to help to remember the phonemes

  12. Saying the sounds • Your child will be taught how to pronounce the sounds (phonemes) correctly to make blending easier • Sounds should be sustained where possible (eg, sss, mmm, fff) • Need to ensure the purest sound possible. (Activity)

  13. Making words • Now the children will be seeingletters and words, as well as hearing them • They will be shown how to make whole words by: • pushing magnetic letters together to form little words • we also have a focus on using our sounds to read made up words. • Reading little words on the board • Breaking up words into individual sounds

  14. Tricky words • Your child will also learn several tricky words; those that cannot be sounded out • E.g: the, to, I, go, no • In addition we look at High Frequency Words to help children develop sight vocabulary.

  15. Phase 3 • The main individual letter phonemes have now been learnt, and children are reading CVC words independently • Phase 3 teaches children to learn the graphemes (written sounds), made up of more than one letter (digraph), eg: ‘oa’ as in boat • Your child will also learn all the letter names in the alphabet and how to form them correctly

  16. Reading in Class During daily phonics sessions- a mix of reading and writing Shared Reading of a Big Book weekly Individual Reading Storytime daily Eventually move onto Guided Reading in Groups Right to Read volunteers Classroom environment

  17. How to support at home? • Share books together- encourage use of phonics • Sound charts/flashcards/word walls will be given out • Continue to share others books and share rhymes • Don’t worry if they get some wrong! • These sounds and words are hard to remember and need plenty of practise.

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