Reading at Clare House and at home

1. Reading at Clare House and at home Teaching Phonics JB

2. OpenerHave a read of this paragraph The gallimaufry is multitudinously gargantuan, puissantly capacious and ineffably Junoesque and in consequence of such Protean tribulations and in such psychotic contravention of stereotypical consuetudinary hygiene, there exists the infinitesimal exiguity of a satisfactory resolution to this cataclysmic dilemma. AC

3. How was it? • Unless your vocabulary is extraordinary… • What skills did you use to make sense of the words in this extract? • These are the skills we teach when we teach Phonics at Clare House LE

4. Phonics at Clare House • Phonics is: • a method of teaching people to read and pronounce words by learning the sounds represented by letters, letter groups, and syllables • We follow a system called Sounds Write (it is a synthetic phonics programme) (Handout attached) LE

5. Clearly there are a range of skills in reading – including… • De-coding the words (phonics) – the starting point • Increasing sight vocabulary of high frequency words e.g. and, was, but, the etc • Reading with understanding • Reading for pleasure • Reading with inference (understanding the wider and deeper meaning of what is said) AC

6. What do children need to know about reading English? • Symbols are used to represent individual sounds – left to right across the page • All sounds are represented by 1, 2, 3, or 4 letters • Some symbols represent more than 1 sound • The same sound may be written in more than one way AC

7. Key things you need to know about Sounds Write From the outset we teach children to use sounds to create whole words Sounds Write teaches the connections between sounds and letters/symbols Letters represent sounds – they don’t make sounds LE

8. Sounds • We use the sounds to build the words, NOT the letter names • Precise pronunciation is vital LE

9. Precise PronunciationSay the sounds as they appear (model then repeat) b c d f g h m n p r s t v w x y z AC/LE

10. What do children need to be able to do to read? • Blend sounds (pushing sounds together to build a word) • Have a go! JH

11. Reading Words – example by Mrs Holland v e t JH

12. Now try these with a partner(Remember – the pronunciation is key) • mat • tip • bat • swift • plump • splat JH

13. Words that don’t work phonetically • E.g. • said • the • what • was • Just tell your child the word and please don’t expect them to remember it when they next see it. They will eventually!

14. Next steps • Some sounds are represented by more than one letter and children need to learn this • What will children say when asked what the shapes are? a y ay AC

15. So when faced with two or more letters representing one sound they can learn to say a different sound For example • ff • sh • th • ck • ea • ay • oi • er AC

16. Longer Words • When faced with a longer word e.g. • sandwich • Break it into syllables and ask the child to read one syllable at a time and then blend it LE

17. Reading at home • Read as much as you can • Read all kinds of texts • Read every day • Hear them read • Read to them • Share the reading • Discuss what you have read • Ask questions as you go or at the end • Model reading to them • Represent reading as a pleasure and a treat • Be patient! JB

18. Messages about reading? • ‘Come on, let’s get the reading done.’ • ‘I’m just too busy to read.’ • ‘If you don’t behave, you can go and read in silence in your room.’ • ‘He loves reading, he’s a right little geek.’ • ‘Once you’ve done your reading HW you can have a sweet.’ JB

19. Bill Lucas (top educationalist) • Audience member: Mr Lucas, you’ve dedicated your life to all things educational. If you had to say the one thing that makes the most difference to a child’s success at school, what would it be? • Bill Lucas: … (Guess what!) JB