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Reading in Key Stage 1 2012

Reading in Key Stage 1 2012. Navenby Church of England Primary School. Aims of workshop. To enable parents to better support reading at home To inform you on how we measure progress in reading. How is reading taught ?.

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Reading in Key Stage 1 2012

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  1. Reading in Key Stage 12012 Navenby Church of England Primary School

  2. Aims of workshop To enable parents to better support reading at home To inform you on how we measure progress in reading

  3. How is reading taught ? • During Key Stage 1, reading is taught in several ways. There are daily opportunities for shared reading as a whole class, and during the week, guided reading sessions (where the children read in a small group) with the class teacher, and also individual reading sessions with the teacher/teaching assistant each week.

  4. What are the expectations? Once your child enters Key Stage 1 they are assessed against National Curriculum levels. By the end of Year 1 the average level of attainment is 1b, by the end of Year 2 this is 2b.

  5. To achieve level 1 children will need to... Read a limited number of words on sight Begin to blend sounds to read words with consonant clusters and long vowel phonemes Use awareness of the grammar of a sentence to help to decipher new or unfamiliar words Read familiar texts aloud with fluency and expression pausing at full stops and raising voice at questions Use an understanding of events in stories, characters and settings to make predictions Begin to use awareness of character and dialogue to read with expression Understand difference between fiction and non-fiction, and make predictions based on title, cover, blurb, etc. Identify and discuss the main events or key points in a text

  6. Year 1 Phonics Continues on from Reception covering, as needed, Phase 3, Phase 4 and Phase 5. Phase 3 graphemes: including alternate spellings for vowels and blends. j, v, w, x, y, z, zz, qu, ch, sh, th, ng, ai, ee, oo/oo, oa, ar, or, ur, ow, oi, ear, air, ure, er

  7. Phase 4: short phase, consolidating grapheme knowledge. Also reading and spelling words with adjacent consonants (initial and final blends). Initial blends: bl, br, cl, cr, dr, fl, fr, gl, gr, sm, sn, pl, pr, sc, sk, sl, sp, st, tr, tw, str, thr, scr, shr. Final blends: st, nd, mp, nt, nk, ft, sk, lf, lk, pt, xt, lt, lp, nch.

  8. Phase 5: Alternative pronunciations and spellings for the graphemes they already know. e- ea i- y, ey ai- ay, a_e, eigh, ey, ei ee- ea, e_e, ie, y, ey, eo igh- y, ie, i_e Remember to refer to letter names as well.

  9. Continue to work on segmenting and blending skills, as well as ensuring High Frequency Word recognition-flashcards/ key words. Children need to know all the GPCs (grapheme phoneme correspondence- how we write the sounds) so they can recognise sounds within words. Eg. h/igh/ rather than h/i/g/h. Using sound buttons

  10. To achieve level 2 children will need to... Draw together ideas and information from across a whole text Respond to main characters, events and settings by making simple references about thoughts and feelings Generate questions before reading and use knowledge to help retrieve specific information Make comparisons between books noting similarities and differences e.g. layout, theme, characters and settings Explain organizational features of texts, including alphabetical order, layout, diagrams, captions, hyperlinks and bullet points Explore how particular words are used, including words and expressions with similar meanings To locate and begin to understand the effects of different words and phrases e.g. to create humour, images and atmosphere

  11. Comprehension At the end of each half term we use comprehension papers to help to assess the children’s understanding of what they have read. We use these comprehension papers once a child had reached a 2C.

  12. What should I do if my child gets stuck? • Look at the first sound and see if it will give your child a clue • Look at the pictures—these can be very helpful in giving clues to the reader • Sometimes read the word to your child • Read the sentence again, pausing at the new word—this can help your child to see the word in context • Read up to the word, leave out this word, and read on to the end. What would make sense? • Find the word on an earlier page, point out that it is the same word, then ask your child if they can remember what it says

  13. Ways you can help your child • Be positive. Praise your child for trying hard at their reading. It’s alright to make mistakes. • If you find a word that is difficult, sound it out. • It’s not just books your child can read. Comics, signs, and labels on food will all widen your child’s vocabulary. • Read yourself. Set a good example by reading for pleasure and talking about the reading you do at work and home.

  14. Useful Websites http://www.parentsintouch.co.uk/Help-your-child-with-reading-comprehension www.phonicsplay.co.uk Free resources and games. Parent and children sections. www.twinkl.co.ukipad/ iphone app available. www.familylearning.org.uk/phonics_games.html Links to online games. www.letters-and-sounds.com/

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