Foundation Stage Reading Meeting

1. Foundation StageReading Meeting Tuesday 30th October 2012

2. Reading • Print in the environment • Wordless Books • Story Books • Information Books • Adults as model readers

3. Reading in Class Classroom environment Shared Reading of a Big Books Individual Reading Storytime daily Eventually move onto Guided Reading in Groups Right to Read volunteers (for some) During daily phonics sessions- a mix of reading and writing

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

5. Not all children will learn at the same rate! • Your child will be supported whatever their rate of learning • Hearing checks • Speech and Language Checks

6. 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’

7. 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 (This work continues throughout the Infants)

8. 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

9. 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. (Flashcard activity – pure sounds)

10. 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

11. 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.

12. Making words 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 (Activity –Buried Treasure)

13. Using Phonics to Write • Emergent Writing • Writing letters • Initial Sounds • Phoneme frame (activity) • Captions

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. (Flashcards)

15. Phase 3 • Main individual letter phonemes now recognised. Children are reading CVC words independently • Digraphs and trigraphs eg: ‘oa’ as in boat, ‘igh’ as in night. • Your child will also learn all the letter names in the alphabet and how to form them correctly

16. How to support at home? • Share books together- encourage use of phonics. • Sound charts/flashcards/word walls will be given out. • Oral blending. • 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.

17. Any questions? ?