Reading at Rollesby School in KS1

1. Reading at Rollesby School in KS1

2. How is Reading Taught? • Children are taught to read in small guided groups once a week. • In addition they have numerous opportunities to practise their skills for example, reading books with the whole class or on an individual basis. • Phonics is taught daily and used as a key strategy to teach children to read. • Children read at school all day.

3. Phonics • Use the SOUND the letter makes, not the name. • For example, for ‘m’, say ‘mmmmm’, not ‘em’. • For ‘s’, say ‘sssssssss’, not ‘es’. • For ‘l’, say ‘lllllllllllll’, not ‘el’.

4. Letters and Sounds Structured programme Six phases Fast pace, lots of consolidation Blending for reading Segmenting for writing Tricky words

5. A New Vocabulary! Phonics – the learning of letters and sounds Phoneme – the sound a letter makes Grapheme – the written letter Blending – running sounds together to make a word Segmenting – breaking a word up into its component sounds Tricky words – words that cannot be decoded using phonics cvc – c = consonant (b/c/d/f), v = vowel (a/e/ee) Digraph - a sound made with two letters eg. sh ai oi Phonetically plausible – written phonetically that it can still be read although it is spelt incorrectly eg. torl werk cabij

6. Phase 1 All about sounds, musical, environmental, voice and body Aural discrimination of sounds, including letter sounds Blending and segmenting orally

7. Phase 2 Learning specific letters and sounds Reading tricky words: I go no to the Blending and segmenting vc and cvc words, and in captions and sentences

8. Phase 3 All other sounds are taught, but only one representation Alphabet names are important to describe the sounds made by more than one letter More tricky words for reading Writing I go no to the Blending, segmenting, reading, writing words, captions and sentences

9. Phase 4 Adjacent consonants introduced cvcc words t-e-n-t m-i-l-k j-u-m-p ccvc words d-r-u-m p-l-o-p Ccvcc words t-r-u-n-k

10. Phase 5 The purpose of this phase is for children to broaden their knowledge of graphemes and phonemes for use in reading and spelling. Children will learn new graphemes and alternative pronunciations for these. Children become quicker at recognising graphemes of more than one letter in words and at blending the phonemes they represent. More tricky words e.g. Could, people, looked.

11. Phase 6 At this stage many children will be reading longer and less familiar texts independently and with increasing fluency. The shift from learning to read to reading to learn takes place and children read for information and for pleasure. As children find that they can decode words quickly and independently, they will read more and more so that the number of words they can read automatically builds up. Increasing the pace of reading is an important objective. Children should be encouraged to read aloud as well as silently for themselves. Concentration on spelling rules such as past tense, plurals (s, es, ies)

12. Phonics screening Phonics screening check takes place at the end of year 1. This is a government requirement to check on progression in phonics. Pass or fail! If a child does not meet the required standard they will have to retake at the end of year 2. (Last year 30/40 words must be read correctly for a pass)

13. Using Phonics to Read and Spell • With all books, encourage your child to ‘sound out’ unfamiliar words and then blend the sounds together from left to right rather than looking at the pictures to guess. Once your child has read an unfamiliar word you can talk about what it means and help him or her to follow the story. • Practise sounding out words such as ‘chart (ch-ar-t), ground (g-r-ou-n-d), table (t-a-b-le), book (b-oo-k), station (s-t-a-ti-o-n), house (h-ou-se), school (s-ch-oo-l),......you choose

14. Comprehension To become successful readers, children must understand what they read. They need to learn a range of comprehension strategies and should be encouraged to reflect upon their own understanding and learning. Children need to be taught to go beyond literal interpretation and recall, to explore the greater complexities of texts. Over time they need to develop comprehension strategies: activating prior knowledge; clarifying meanings – with a focus on vocabulary work; generating questions, interrogating the text; constructing mental images during reading; summarising. PLEASE TAKE A HANDOUT OF USEFUL QUESTIONS TO ASK YOUR CHILD!

15. Reading with your child One of the greatest gifts that you can give to your child is a love of reading. Research has shown that one of the biggest indicators of success in a child's life is whether or not they have books in the home. As a parent, try to focus on making reading fun and enjoyable. There are many, many different things that you can do. Here are just a few:

16. Let your child see you reading - This can be a newspaper, magazine, anything you like. This is a powerful message to send to your child so go on, put your feet up for 10 minutes and have a read.

17. Read something with your child - It doesn't need to be a book. The secret is to find something that your child is desperate to read - comics, magazines, football programmes, newspapers, internet pages, texts, e-mails, catalogues etc.

18. Never underestimate that power of a book that a child really, really wants to read, even if it is too hard for them. If they are very keen to read a particular tricky book then go for it and just help them out when they need it. • Praise your child - Studies show that children who are given specific support with their reading make much greater progress if they are given lots of praise than if they are given the support alone. Try to praise your child's accuracy, understanding and attitude.

19. • Listen to your child read a variety of books regularly. • Remember it’s also important to read TO your child. • Asking questions develops your child’s understanding of the book (comprehension).

20. Switch off the TV, radio, ipad, x box, playstation, mobile phones – and really listen! • Try to make reading a regular activity with your child – 10 minutes before you say goodnight is a good habit to get into from an early age.

21. Speaking and Listening Speaking and listening are vital skills children need to develop in order to live successful lives in society. They are also key skills for children developing their ability to read and write.

22. Don’t stop now... • Read, read, read.... It is the most important investment you can make for your child.