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KS1 Reading Workshop

Understand Phase 5 phonics, develop reading expectations, support learning challenges, embed phonics in Year 2, foster love of reading in children. Learn teaching strategies and alternative spellings.

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KS1 Reading Workshop

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  1. KS1 Reading Workshop September 2019

  2. Reading in ks1 Objectives of this session: • To understand how the order of sounds is taught in Phase 5. • To have a better understanding of the expectations in reading and writing in Phase 5. • To understand the difficulties which children may encounter at this stage in their learning. • To have a knowledge of how Phonics is embedded in Year 2 to support reading and spelling. • How to develop a confident and fluent reader. • How can we can work together to foster a life long love of reading.

  3. Enunciation of phonemes • Sounds should be articulated clearly and precisely. http://www.youtube.com/watch?v=DWQ6MeccRCU

  4. What your child will have been introduced to in Reception:

  5. End of Reception/ Start of Year 1 • Children will be able to say the sounds of all or most of the phase 2 & 3 graphemes. • Children will be able to find all or most of the phase 3 graphemes when given a sound. • Children will be able to independently blend and read cvc words containing phase 2 and 3 sounds. • Children will be able to make phonetically plausible attempts at blending cvc words in spelling. • Children will be able to read and spell all phase 2 tricky words and read all phase 3 tricky words independently.

  6. Phase four This is a consolidation phase and there are no new sounds learnt. Children will work on blending and segmenting polysyllabic words (words containing more than one syllable) and words containing adjacent consonants in: cvccwords: sand, hand, nest, went, tent. ccvcwords: flag, crab, frog, plum, stop. ccvcc words: stand, trust, drank, grant, blink Children will be expected to be spelling phase 3 tricky words : he, she, we, me, be, was, my, you, her, they, all, are Children will be taught to read phase 4 tricky words: some, one, said, come, do, so, were, when, have, there, out, like, little, what.

  7. Phase five • Teach new graphemes for reading • ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, a-e, e-e, i-e, o-e, u-e • Learn alternative pronunciations of graphemes (the same grapheme can represent more than one phoneme): fin/find, hot/cold, cat/cent, got/giant, but/put, cow/blow, tie/field, eat/bread, farmer/her, hat/what, yes/by/very, chin/school/chef, out/shoulder/could/you.

  8. Teaching split digraphs tietime toetone cuecube piepine

  9. Alternative spellings for phonemes: • ai– ay, a-e, eigh, ey, ei : pain, stay, cake, sleigh, hey, rein • ee - ea, y, e, e-e: teeth, leaf, suddenly, we, theme • igh - ie, y ,i-e: night, tie, fly, bike • oa– oe, ow, o-e, o : oat, toe, grow, home, no • oo – oul: wood, would, • or – au, aw, al : for, August, shawl, all • ur– er, ir: turn, herb, girl • ow – ou: now, house • oi – oy: boil, boy • air – are, ear : hair, share, pear • ear – eer, ere : fear, deer, here • ure– our : pure, tour

  10. c - k, ck, ch, qu, x • ch - tch • f -ph • j - g, dge • m - mb, • n - kn, gn • ng - n(k) • r - wr • s – c, sc • sh- ch, ti(on) ssi(on, ure) si(on, ure) ci(on, ous, al) • v -ve • w -wh

  11. Hfw and tricky words in phase five • Words to read: oh, their, people, Mr, Mrs, looked, called, asked, • More words to read: water, where, who, again, thought, through, work, mouse, many, laughed, because, different, any, eyes, friends, once, please • Words to spell: said, so, have, like, some, come, were, there, little, one, do, when, what, out • More words to spell: oh, their, people, Mr, Mrs, looked, called, asked

  12. Phoneme spotters

  13. Word sort teach tree very feet need she lazyhe meat week been maybe treat thief asleep seen me beach relief tiny sea we jollymoney donkey leak teeth dream deep chief happy silly puppyspeak be cream

  14. Best bet

  15. Phonics screen check end of year 1 and 2.

  16. Vocabulary If children do not a wide spoken vocabulary they will not be able to read the words when they seewritten down. • Reading to your child is an excellent way to extend a child’s vocabulary. • Talk, talk and talk with your child. • Play with words- poetry and silly rhymes

  17. Year 2Phase 6 of Letters and Sounds 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. • Increasing the pace of reading is an important objective. Children should be encouraged to read aloud as well as silently for themselves. • To become successful readers, children must understand what they read. • Children need to be taught to go beyond literal interpretation and recall.

  18. Strategies children will need to learn: • activating prior knowledge. • clarifying meanings – with a focus on vocabulary work. • generating questions, interrogating the text. • constructing mental images during reading • summarising.

  19. How to Help at Home • Join the library • Browse and choose a good one! • Read a variety of text types • Check for understanding • Read to your child • Let your child see you reading. • Discuss the pictures. • Explain meaning of words children may not know

  20. Phase 6 supports spelling as well as reading. Spelling rules: • When an /o/ sound follows a /w/ sound, it is frequently spelt with the letter a (e.g. was, wallet, want, wash, watch, wander) • When an /ur/ sound follows the letter w it is usually spelt or (e.g. word, worm, work, worship, worth). • An /or/ sound before an /l/ sound is frequently spelled with the letter /a/ (e.g.all, ball, call, always).

  21. Adding Suffixes to Words • -s and -es: added to nouns and verbs, as in cats, runs, bushes, catches; • -ed and -ing: added to verbs, as in hopped, hopping, hoped, hoping; • -ful: added to nouns, as in careful, painful, playful, restful, mouthful; • -er: added to verbs to denote the person doing the action and to adjectives to give the comparative form, as in runner, reader, writer, bigger, slower; • -est: added to adjectives, as in biggest, slowest, happiest, latest; • -ly: added to adjectives to form adverbs, as in sadly, happily, brightly, lately; • -ment: added to verbs to form nouns, as in payment, advertisement,

  22. Please remember that phonics is not the only skill needed to become a fluent reader. Sharing reading 1. It’s still good to share 2. Read with expression 3. Talk about books, words and pictures 4. Retell stories or events 5. Make Links Practising early reading skills 1. Listen to your child read 2. Sound it out 3. Clap and chunk 4. Try expression and flow 5. Don’t be afraid to back track 6. Spot letter patterns in words. 7. Read, read, read! And most of all…

  23. ENJOY READING!

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