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READING PRESENTATION

READING PRESENTATION. The most important rule for reading…. If a child feels successful they will be successful. You have been teaching your child to read since they were a baby…. Singing songs Listening for rhymes Patterns of language Stories at bedtime (Carry on with this please!)

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READING PRESENTATION

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  1. READING PRESENTATION

  2. The most important rule for reading… If a child feels successful they will be successful.

  3. You have been teaching your child to read since they were a baby… • Singing songs • Listening for rhymes • Patterns of language • Stories at bedtime (Carry on with this please!) These are all essential components for developing reading.

  4. Now we are doing it together... • http://www.broadway.worcs.sch.uk/parents/learn_to_read/reception • We start with picture books – how pages are ordered, picture clues, recognising characters • Then we move to phonic based books which use the sounds in the order that we teach them (see your phonic mat)

  5. Focus on Phonics (Letter Sounds) Phoneme – sound Grapheme – letter or group of letters that make that sound Useful websites for parents: http://www.learnwithplayathome.com/2012/08/the-z-of-learning-letters-90-ways-to.html http://www.phonicsplay.co.uk

  6. Pure sounds Try not to put on a vowel grunt! http://www.youtube.com/watch?v=qpAWfmZSDE0 (Pronouncing the Phonemes on YouTube)

  7. Vowel Blends, etc • There are more than 26 sounds. • Many phonemes (sounds) have more than one grapheme (letter/group of letters to represent the sound). • The order in which these are taught are in your handout. Example: http://www.youtube.com/watch?v=eCjJYB07aSU - Jolly Phonics sounds in order with all graphemes

  8. But there is so much more than phonics... • Poetry – repeated patterns • Traditional stories – what will happen next • Stories with repeated patterns. (We Are Going On A Bear Hunt) • Put the subtitles on the TV (even if the sound is on) So library visits, story time

  9. There is more to reading than phonics! • If you are reading a challenging text let them tap your arm when they want you to read and put their hand on your knee when they want to do it. • Matching words and pictures. • Comprehension – can they use a recipe with you, can they talk about the story, do they have an opinion? • Vocabulary development – use synonyms (such as lift/elevator). Model language back to your child (for example if they say something incorrectly).

  10. ENJOYMENT Don’t worry if they do not want to read their school book – all reading is valuable! Remember to talk about what they have read – even if they are reading to themselves. (There is a sheet of suggested question openers in your pack).

  11. A few pointers… • Habit and routine • Little and often (5-10 mins per day) • Quiet time if possible, don’t worry if it isn’t • Maintain the flow • Keep it successful (but don’t be afraid of correcting, even if it is during a discussion later) • Take time to talk • Let us know how it is going • ALWAYS read to your child – even when they are a confident and able independent reader

  12. There is help on our website... • http://www.broadway.worcs.sch.uk/parents/learn_to_read/reception • We start with picture books – how pages are ordered, picture clues, recognising characters • Then we move to phonic based books which use the sounds in the order that we teach them (see your phonic mat)

  13. A few other useful websites… http://www.bbc.co.uk/schools/websites/4_11/site/literacy.shtml (There is a link for older children, which is useful for more able children). http://www.crickweb.co.uk/ks2literacy.html http://resources.woodlands-junior.kent.sch.uk/games/educational/literacy2.htm

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