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1. Reading WorkshopReading information for parents and carers with children in the Foundation Stage and Key Stage One.

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3. Introduction • Reading – a vital skill. • Children need a good start to be successful. • Speaking and listening are the foundations of reading. • Word recognition and language comprehension.

4. Parental involvement • in a child’s schooling is a more powerful force than any other family background indicator and contributes to 10% of variation in educational achievement.

5. How do children learn how to read? Phonics • Children learn that the spoken word is made up of different sounds (phonemes) and can match these phonemes to letters (graphemes). E.g. cas in cat, ee as in sheep • Rose report- systematic approach to phonics, daily phonics lessons, consistency through out school. (Letters and Sounds.) Word recognition Children also learn word recognition, recognising common words quickly on a page. This is important as it helps with fluency and comprehension. Picture cues From a very early age children will use the pictures as an aid to help them to understand and retell a story. This is useful but some children rely heavily on this method to help them decipher unknown words. We need to remind them of other strategies to use.

6. How do children learn how to read? Context Children can tackle an unknown word by reading the sentence without the word and then make a sensible choice of what that word is by thinking about the context of the sentence e.g. Amy bought an apple from the shop. Making Relationships Children can use words they already know to tackle unknown words. For example using rhyme (fight, light, sight, bright), read compound words (rainbow = rain + bow) add prefixes and suffixes to known words and use syllables.

7. Letters and Sounds • Letters and Sounds ( A DfE endorsed programme) is divided into six phases with each phase building on the skills and knowledge of previous learning. There are no big leaps in learning. Children have time to practise and rapidly expand their ability to read and spell words. • The aim is that children will finish this programme at the end of Key Stage One, however some recapping will be done all the way through school. Not all children will learn at the same rate, however! • Your child will be supported, whatever their rate of learning.

8. Phonics • Within your child’s class, Phonics sessions are undertaken daily for a 20 minute period. We aim for these sessions to be fun, interactive and fast paced. Teachers use puppets, games, interactive whiteboard activities, rhymes and songs and a variety of activities to keep the learner engaged.

9. Phase 1 • Undertaken in the nursery and recapped all the way through school. • Solely speaking and listening. • Children practise their listening skills by listening to the sounds around them or to nursery rhymes and stories etc. • They begin to understand that sounds (phonemes) are spoken aloud, in order, all through the word. This is called blending – it is a vital skill for reading. • They will also learn to do it the other way around – cat = c-a-t. The whole word is spoken aloud, and then broken up into its sounds (phonemes) in order, all through the word. This is called segmenting – it is a vital skill for spelling. THEY WLL NOT BE EXPECTED TO MATCH THE SOUND TO A LETTER BUT SOME CHILDREN MAY ACHIEVE THIS.

10. PHASE 1 • Aspect 1 General Sound discrimination-environmental sounds To develop children’s listening skills and awareness of sounds in the environment. • Aspect 2 General sound discrimination- instrumental sounds To experience and develop awareness of sounds made with instruments and noise makers. • Aspect 3 General sound discrimination- body percussion To experience and develop awareness of sounds • Aspect 4 Rhythm and Rhyme, Nursery rhymes, poems To experience and appreciate rhythm and rhyme and to develop awareness of rhythm and rhyme in speech. • Aspect 5 Alliteration To develop understanding of alliteration. Peter Piper, She sells sea shells… • Aspect 6 Voice sounds To distinguish between the differences in vocal sounds, including oral blending and segmenting “Make your voice go down a slide… bounce a ball… sound surprised….” • Aspect 7 Oral blending and segmenting To develop oral blending and segmenting of sounds in words

11. Saying sounds • Your child will be taught how to pronounce the sounds (phonemes) correctly to make blending easier. • Teachers help children to listen to different letter sounds such as s, f, t and l and recognise the different sound that each makes. They will say the sounds like this: ‘ssssss’ not ‘suh’, ‘fffffff’ not ‘fuh’, ‘t’ not ‘tuh’, and ‘llllll’ not ‘luh’. Wherever possible it is a good idea to try to leave out the ‘uh’ sound – blending is easier, and words sound correct, e.g. ‘mmmmm-aaaaaa-ttttttt’ = mat. • Letters and Sounds example

12. Phase 2 • Generally starts in reception class. • Continues with work from phase 1. • They will also be taught the phonemes (sounds) for a number of letters (graphemes), which phoneme is represented by which grapheme and that a phoneme can be represented by more than one letter, e.g. /ll/ as in b-e-ll. They may be using pictures or hand movements to help them remember these. • From this they will begin to start reading words (CVC words). • We use Ruth Miskin’s Phonics programme and elements of Jolly Phonics to assist in teaching Letters and Sounds. Flashcards with related rhymes that we use in school can be purchased from… http://www.readwriteinc.com

13. Phase 3 Phase 3 is also undertaken in Reception (Class 1) during Spring Term. The purpose of this phase is to: • teach more graphemes, most of which are made of two letters, e.g. ‘oa’ as in boat. • practise blending and segmenting a wider set of CVC words, e.g. fizz, chip, sheep, light. • learn all letter names and begin to form them correctly. • read words in phrases and sentences.

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16. Phase 4 • Phase 4 is taught during the last term of Reception and recapped in the first half term of Year 1. • Children continue to practise previously learnt graphemes and phonemes and learn how to read and write CVCC words – tent, damp, toast, chimp. • E.g. in the word ‘toast’,t = consonant, oa = vowel, s = consonant, t = consonant • and CCVCwords – swim, plum, sport, cream, spoon. • E.g. in the word ‘cream’, c = consonant, r = consonant, ea = vowel, m = consonant.

17. Phase 5 & 6 • Phase 5 is taught throughout Year 1 and then the children will generally move onto Phase 6 in Year 2. • They will learn that most sounds (phonemes) can be spelt in more than one way. For example the f sound can be written as f as in fan or ffas in puff or phas in photo. • This develops their knowledge of spelling choices. They will continue with this spelling work into Year 2 and beyond. • They will learn that most letters and combinations of letters (graphemes) can represent more than one sound. For example, the grapheme ea can be read as /ee/ as in leaf or /e/ as in bread. This supports their reading development.

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19. igh light Phoneme to grapheme correspondence i-e Kite How many ways can you spell the sound ‘i’? How many ways can you spell the sound ‘ai’? I I’m y Why

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21. High Frequency Words • Phases 2 to 5 have a particular set of HFW that we teach. These are the most common words found in reading and we aim for the children to recognise and read them quickly. There are a further 200 words to learn thereafter. • Refer to list.

22. Reading Opportunities within the Classroom • Opportunities for your child to read differ on age group however we aim to offer • Shared reading • Guided reading • Individual reading • Vibrant and well stocked book corners, story boards, role play areas and library • Opportunities to read in different subjects/ areas of learning • Reading Journals

23. Y1 -Phonics Screening • Phonics Testing Year 1 • The purpose of the Year 1 phonics screening check is to confirm whether individual pupils have learnt phonic decoding to an appropriate standard. • The 40-item test will include real words and non-words such as zort and koob and test the children’s knowledge of phonemes and corresponding graphemes up to the end of Phase 5. • The test will be administered one-to-one to all Year 1 children by their teacher.

24. Y1 -Phonics Screening • It will take place during the week beginning Monday 16th June, 2014. • A standard will be set; generally 32 out of 40 and parents will be told whether their child meets that standard or not. • Children who do not meet the standard will be given support in the final half of the summer term and will take the test again in the Summer term in Year 2.

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27. Reading for pleasure! • Anytime, everywhere, different books, leaflets, comics, signs. • Let them see you reading! • Join the library.

28. What can you do? • School & family in partnership. Practise at home with a variety of texts, complete home reading records, etc. • Let the children see you and hear you read. • Use activities within booklet to Support Your Child’s Learning. • Library. • Interactive resources. http://www.letters-and-sounds.com http://www.kenttrustweb.org.uk/kentict/content/games/literacy_menu.html http://www.phonicsplay.co.uk/BuriedTreasure2.html http://www.phonicsplay.co.uk/DragonsDen.html http://www.phonicsplay.co.uk/PicnicOnPluto.html • Purchasing resources. • Enjoy reading together!