1 The Journey of a Reader From learning to read to reading to learnParent Twilight Thursday 9th February
2 The Journey of a Reader The journey of a reader begins at an early agehttps://www.youtube.com/watch?v=wzKCHdizsrk Learning to read Reading to learn Life long love of reading Learning to Read: The mechanics of reading through Phonics and Word Recognition Reading to Learn: Developing comprehension skills/ reading for understanding Most importantly underpinning both processes is the hope that the girls will develop a life long love of reading
3 What is Phonics? Phonics teaching largely follows the ‘Letters and Sounds’ program. 6 progressive phases History of learning to read…70s look say….90s real books In 2000 onwards shift back to phonics…letters and sounds 2007 Phonics is the link between letters and the sounds they make. There are 26 letters in the alphabet. There are 44 speech sounds and 144 spellings of these sounds. Children are taught… The full range of common letter/sound correspondences. To hear separate sounds within words. To blend sounds together. There are 26 letters in the alphabet. There are 44 speech sounds and 144 spellings of these sounds.
4 Testing Terminology Envelopes on table…match the term to the picture/letter
5 Phoneme Grapheme VC, CVC, CCVC Consonant Digraph Vowel DigraphThe smallest unit of sound in a word. Grapheme What we write to represent a phoneme. VC, CVC, CCVC Abbreviations used to describe the order of letters in words. Consonant Digraph Two consonants next to one another that make a single sound (sh, ck, th, ll). Vowel Digraph A single sound which contains at least one vowel (ai ee ar oy). Split Vowel Digraph A vowel sound which has been split. The ‘ae’ sound in lake is split by the ‘k’. Trigraphs Three letters, which make one sound. (igh ear air) Consonant Cluster Two (or three) letters making two (or three) sounds, e.g. the first three letters of 'straight.’ Mnemonic A device for memorising and recalling something, such as a snake shaped like the letter 'S.’ Blending Recognising letter sounds in a written word, for example c- u-p, and blending them in the order which they appear. Segmenting Hearing a whole word, splitting it into the phonemes and writing the graphemes in the right order. Handout with answers
6 Phase 1: Getting ready for phonics1. Tuning into sounds 2. Listening and remembering sounds 3. Talking about sounds Music and movement Rhythm and rhyme Sound effects Speaking and listening skills This learning begins from a v young age and continues well into Reception
7 Phase 2: Learning phonemes to read and write simple wordsGirls learn the first 19 phonemes: Set 1: s a t p Set 2: i n m d Set 3: g o c k Set 4: ck (as in duck) e u r Set 5: h b l f ff (as in puff) ll (as in hill) ss (as in hiss) They will use these phonemes to read and spell simple CVC words: sat, tap, dig, duck, rug, puff, hill, hiss All these words contain 3 phonemes. Reception teaching By the end of this phase children can read and write cvc words Reading books follow this…phonetic…all words can be worked out No ‘look say’ at this point as it can confuse!
8 Phase 3: Learning the long vowel phonemesGirls learn another 26 phonemes: j, v, w, x, y, z, zz, qu ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er They will use these phonemes (and the ones from Phase 2) to read and spell words: chip, shop, thin, ring, pain, feet, night, boat, boot, look, farm, fork, burn, town, coin, dear, fair, sure Also in reception…opens up more possibilities for reading and spelling
9 Saying the sounds Sounds should be articulated clearly and precisely.https://www.youtube.com/watch?v=-ksblMiliA8 Play video
10 Blending: the robot gameChildren need to practise hearing a series of spoken sounds and merging them together to make a word. For example, you say ‘b-u-s’, and your child says ‘bus’.
11 Segmenting: Phoneme FramesChildren need to practise breaking words into separate sounds.
12 Tricky Words/common exception wordsThere are many words that cannot be blended or segmented because they are irregular. the was said you some These are introduced in phases too…build up to a bank of words that girls can read ‘on sight’
13 Phase 4: Introducing consonant clusters: reading and spelling words with four or more phonemes Phase 4 doesn’t introduce any new phonemes but consolidates the work covered so far. It focuses on reading and spelling longer words with the phonemes they already know. These words have consonant clusters at the beginning: spot, trip, clap, green, clown …or at the end: tent, mend, damp, burnt …or at the beginning and end! trust, spend,twist Lots of reinforcement…often an overlap with reception and Y1 teaching
14 ay ou ie ea oy ir ue aw wh ph ew oe au a-e e-e i-e o-e u-e Phase 5Teach 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 Throughout Y1
15 Learning all the variations!Learn alternative pronunciations of graphemes (the same grapheme can represent more than one phoneme): fin/find hot/cold got/giant, tie/field yes/by/very chin/school/chef
16 Learning all the variations!Learning that the same phoneme can be represented in more than one way: burn heard work term first
17 Full circle game Explain game…play on tables or as a whole group
18 Phase 6 Learn to understand and apply suffixes – ed, ing, ful, est, er, ment, ness, en, s, es Learn the rules for adding suffixes Learn how adding suffixes and prefixes changes words Syllables Learning and identifying grammatical terms nouns (proper and common), verb, adjective, adverb Learn about the past tense Alphabetical order, dictionary and thesaurus skills Phonics/grammar teaching linked Need to have more word-specific knowledge Not just making words phonetically plausible but choosing from several possibilities Learn rules for spelling, learn simple grammatical terms and identify when reading Words ending with a short vowel consonant skip becomes skipped…double the consonant to keep the short vowel Children become fluent readers and increasingly accurate spellers. Reading longer and less familiar texts independently and with increasing fluency. Shift from learning to read to reading to learn takes place and children begin to read for information and pleasure.
19 Reading for UnderstandingWhat do we mean by ‘reading for understanding’?...... We mean reading comprehension We can all read this but can we understand it? An extract taken from a computer manual According to the previous ATA/IDE hard drive transfer protocol, the signalling way to send data was in synchronous strobe mode by using the rising edge of the strobe signal. The faster strobe rate increases EMI, which cannot be eliminated by the standard 40-pin cable used by ATA and ultra ATA. Example clearly demonstrates what we mean when we say reading for understanding
20 Prediction - when they can predict what will happen next based on Reading comprehension is the ability to read text, process it, and understand its meaning. A child’s ability to understand text is mainly influenced by: Basic understanding (literal) - where they can retrieve information from the text; Prediction - when they can predict what will happen next based on what they have already read; Inference – where a child can infer meaning from the text. This skill could also be described as an ability to ‘read between the lines’. 3 strands to reading comprehension which are all inextricably linked together – as slide
21 Reading comprehension is the act of understanding what you are readingReading comprehension is the act of understanding what you are reading. While the definition can be simply stated the act is not simple to teach, learn or practice, and clearly takes time to develop. How does this transfer to the classroom? In essence, it requires two components of reading: word recognition and language comprehension, both of which are essential to developing fluent and effective reading, and both of which require specific kinds of teaching. This is best illustrated through ‘The Simple View of Reading’ (SVR) which was adopted by the Rose Report and forms a central part of the Primary National Strategy’s view of literacy learning (Rose, 2006; DfES, 2006)
22 The Simple View of ReadingAiming for children to be in the top right hand corner of diagram. It’s not about children progressing through the reading scheme at a rate of knots, and simply ‘barking’ words off the page. (Rose, 2006; DfES, 2006)
23 How can we develop reading comprehension?There is a place for specific comprehension based activities i.e. children read a passage and answer questions based on what they have read. However, as teachers we find the most powerful way to develop reading comprehension is: Examples of comprehension activities available for you to have a look at the end.
24 then invite the child to do the same. Make connections when a child is reading – connections about everything…..places, the weather, feelings, celebrations, memories etc. Ask questions - this helps a child to look for clues in the text. Pose questions that will spark a child’s curiosity as you read aloud. Create a mind movie - create visual images to bring the text alive/make it more memorable. Read aloud and describe the pictures you are seeing in your own imagination and invite the child to share theirs. Make inferences – predict what might happen in the story as you read aloud then invite the child to do the same. Find out what’s important – i.e. in fiction books determining the main characters, or the plot and in non fiction – features like the table of contents, headings, bold print, photos, index. Help with comprehension – use strategies to help a child when they don’t understand something for example: to re-read, read on—now does it make sense? Read out loud. Read more slowly. Look at illustrations. Identify confusing words. By talk, talk, talk we mean…when you are hearing your child read….
25 How can you help with Phonics?Encourage girls by using phrases like these when hearing them read… Get your mouth ready to say the word What sound does the word begin with? Can you say the sounds in the word? Blend them together What is the text about – what might fit here?” Read to the end of the sentence. What would make sense? What can you hear at the beginning/ the end?”
26 How can you help with Reading Comprehension?Why did the author choose this title? Who was the storyteller? How do you know this? How would you feel in the character’s position?
27 How can you help with developing a life long love of reading? You tried different strategies and you read it See, you tried hard and you worked out the word. Wow, you really practiced that, and look how you've improved You stuck at this and now you really understand it. Create situations where books and reading are associated with happy times • Read books your child loves • Bring stories to life with lots of expression and silly voices Take the pressure off the process of sounding out by reading aloud so that they can enjoy! Focusing feedback on the effort and the results encourages growth mind-set qualities.
28 Website with book suggestions for different ages To finish… we would like to share with you the many opportunities which your girls get to develop their love of reading!