1 Adlington Primary School EYFS and KS1 Reading EveningFebruary 2017

2 Phonics Teaches children to: identify the sounds in a spoken wordrecognise the common spellings of a sound (phoneme) blend phonemes into words for reading segment words into phonemes for spelling Why phonics – teaches good reading and spelling skills. We use Letters and Sounds.

3 A phoneme The smallest unit of sound in a word A grapheme The letters that represent the phoneme, eg, t ai igh Children get lots of practice recognising the grapheme and saying the phoneme that it represents.

4 Correct pronunciation is very important.One phoneme can be represented by one letter, 2 letters (digraph) or 3 letters (trigraph).

5 c – u – p. Blending for readingChildren begin to recognise the graphemes in a written word, eg c – u – p. They use their ‘robot arms’ to sound-talk the individual sounds in the correct order, increasing the speed until they can blend them together.

6 Segmenting for spellingChopping the word up to spell it Children begin to hear and identify the phonemes in a spoken word. They sound-talk them in the correct order and write them down.

7 it at and him then put backTricky words As we progress through the Letters and Sounds programme, children are introduced to tricky words. These are not decodable, eg I was the is to me want High frequency words Most of these are words which can be decoded. With practice, children can read them on sight to increase fluency, eg it at and him then put back

8 Letters and Sounds 6 phases, each one building on skills and knowledge of previous learning. In Reception, we start at Phase 2. Lesson format: Revise: Children revise previous learning (recap all grapheme/phoneme correspondences and tricky/high frequency words) Teach: A new grapheme/phoneme correspondence, tricky/high frequency words – 2 or 3 new ‘sounds’ per week Practice: Children practise writing new grapheme, read then spell words containing it. Apply: Children apply their new learning by reading or writing a sentence.

9 Phase 1 Environmental sounds Instrumental sounds Body percussion Rhythm and rhyme Alliteration Voice sounds Oral blending and segmenting Phase 2 (start of Reception) Building on Phase 1, children are taught: s a t p i n m d g o c k ck e u r h b f ff l ll ss VC and CVC words Correct letter formation

10 Phase 3 More grapheme/phoneme correspondences including more digraphs and trigraphs Blend and segment a wider set of CVC words, eg, f-i-zz l-igh-t ch-o-p sh-ee-p Learn all letter names and practise forming them correctly Learn more tricky words and begin to spell them Read and write words in phrases and sentences

11 CVCC words: t-e-n-t d-a-m-p t-oa-s-t ch-i-m-p Phase 4 CVCC words: t-e-n-t d-a-m-p t-oa-s-t ch-i-m-p CCVC words: s-w-i-m p-l-u-m s-p-oo-n c-r-ea-m More tricky words More reading and writing sentences Please encourage your child to practise their Phonics at home. Grapheme recognition Tricky/high frequency words Letter formation

12 Please listen to your child read every evening forReading in Reception Phonics is not the only way to become a fluent reader. Please listen to your child read every evening for 10 minutes.

13 Strategies for readingPre-read a new book. Look through it before reading it. What might it be about? What might the story be? Encourage your child to talk about the story. Use phonics skills - identify then ‘sound-talk’ the graphemes in a word. Support with unfamiliar words/new vocabulary. Re-read a book several times for extra practice. If your child can read a book fluently, focus on expression and punctuation. Ask questions about the text. Practising with familiar text is how children secure and develop reading strategies that they can apply to new text in the future. Re-read a sentence to check it makes sense. Spot the high frequency/tricky words already learnt. Use the pictures for clues. Don’t rush to read for your child – he/she might need thinking time.

14 Alternative sounds The children need thinking timePhase 5 Phonics Alternative sounds The children need thinking time

15 Spelling Reading GrammarPhase 6 Phonics Spelling Reading Grammar

16 Spelling Tricky Words because cough Phonics RulesConsidering ‘Best Fit’ rules Long vowels (name) – two vowels e.g. cake, ride Short vowels (sound) – one vowel e.g. tent, drop High Frequency Words Spelling rules Remove e when adding ing ed for past tense Sound out for spelling Polysyllabic words (words in words) Reading recognition Checking that words look familiar - always Write more than one version Tricky Words because cough

17 descriptions, plots etc.Reading for Pleasure At home read to your child to model expression, speech, punctuation, engagement, excitement and enjoyment. Read slightly more challenging texts to allow the children to experience more vocabulary, characters, descriptions, plots etc.

18 Reading for ComprehensionQuestioning for comprehension – Bug Club Find and retrieve Inference and deduction Prediction and vocabulary Grammar and writing structure

19 Reading for ComprehensionSample question: This time the king was beside himself with rage. ”Tonight,” he bellowed, “that blackbird will be tied to my bed, and I will watch him carefully!” So on the third night he was tied to the king’s bedpost. In the middle of the night, the blackbird called the river. Straightaway the river came flowing. It covered the floor, it poured under the door, it flowed through the palace. The king’s bed began to float, his blankets were wet, his pyjamas clung to his skin. Soon he was quivering and quaking, shivering and shaking. “Very w-well, Mr Blackbird,” he trembled, “I give in. Take your wife and g-go.” And the king opened the door of the cage. The blackbirds flew out of the window, over the rooftops, over the fields and the forests until they came to a tree. As the bright sun rose into the sky they sang together, and if you had been listening it would have been as though gold and silver rain had fallen into your ears. Find and copy two words that describe how scared the king was.

20 Reading for Writing Experience a variety of text types, story plots, beginnings, endings, characters Select vocabulary to use in writing e.g. bellowed, clung Explore openers e.g. As the bright sun rose into the sky they sang Consider sentence structure and length for effect e.g. The king’s bed began to float, his blankets were wet, his pyjamas clung to his skin. Straightaway the river came flowing. Notice punctuation e.g. ”Tonight,” he bellowed, “that blackbird …

21 Assessment Year 1 - Phonics Screening CheckYear 2 – End of Key Stage Tests Reading Comprehension Paper 1 – words (30 mins) Paper 2 – words (40 mins) Grammar, Punctuation and Spelling

22 Why reading with your child most days is crucial for practise, and to accrue “reading miles”Ben reads for 5 mins, 2 days a week. In one week 10 mins of reading In one month approx 40 mins of reading In one year approx 480 mins of reading By the end of year 6 approx 3,360 mins of reading Bill reads for 10 mins, 5 days a week. In one week 50 mins of reading In one month approx 200 mins of reading In one year approx 2,400 mins of reading By the end of year 6 approx 16,800 mins of reading.

23 Reading at Home Reluctant readers:- share: you read a page, they read a page - make silly mistakes - you read and miss out words that they are expected to fill in - we’ll just read 2 pages - talk about the book together- choose a favourite page to read - reward - worst case, you read it to them Reading Miles

24 Thank you for your support.