Riverhead Infants’ School

1. Riverhead Infants’ School READING MEETING 14th November 2013

2. Welcome • Introduction and Welcome – Mrs Powell • Phonicsand Home Reading – Mrs Swain

3. Our partnership • Reading is a top priority at Riverhead Infants’ School • Together we can help children to engage confidently with text • Adult role models are important, particularly for boys • Any reading material counts • Children learn best when they are enjoying what they are learning.

4. How is phonics taught at Riverhead? • Letters and Sounds scheme • Quick pace of introduction but with opportunities to revisit • Daily 15 minute focused phonic session plus incidental phonic work that takes place in all areas of the curriculum. • Active and kinaesthetic approaches

5. Phonics - what is it? • Letter/sound relationships • Phonemes – the smallest unit of sound in a word • There are about 44 phonemes in spoken English • These phonemes are represented by a letter or group of letters (graphemes) • Phonics involves blending phonemes for reading and segmenting phonemes for spelling

6. Early Learning • Discriminating, listening, remembering, exploring, manipulating and talking about: 1- environmental sounds 2- musical instruments 3- body percussion 4- rhythm and rhyme 5- alliteration 6- voice sounds • Orally blending and segmenting phonemes Odd One Out

7. Rhymes and action songs Hey Diddle Diddle The cat and the fiddle The cow jumped over the ______ The little dog laughed to see such fun And the dish ran away with the _____ gate plate

8. Order in which we teach the phonemes • s, a, t, p, • i, n, m, d • g, o, c, k, • ck, e, u, r • h, b, f/ff, l/ll, ss • j, v, w, x • y, z, zz, qu 8.ch, sh, th,ng, 9.ai, oa, igh, ee, 10.oo, ar, or, ur 11. ow, oi, ear, 12. air, ure, er

9. Each of these sounds has an action that helps some children to remember the letters. • Eventually children stop using the action. • Children learn each letter by its sound not its name

10. Counting the sounds

11. f r o g

12. Sound buttons c a t b ir d f i sh kn igh t

13. a pig in a wig

14. How many phonemes? p i g sh i p f i ll sh ee p c ar ch ur ch p i g s h i p f i l l sheep car church

15. Phoneme frames

16. Each phonics session includes: Revisit and review Teach Practise Apply Assess learning against criteria

17. How can parents support phonics learning ? • Each child has a green book, in which they cut and stick phonics letters and actions as a piece of ‘homework’. • Please look through these in spare five minutes until the children are confident. • Reinforce the correct sounds. • Look for letters in the environment – magnetic letters, signs etc

18. Reading is challenging And ever-mo, un-to that day I dye, Eterne fyr I wolbiforn thee finde. Onc up a time th we thrlitt p s wh liv with r happy moth in a prhouithoods.

20. What does a reader need to do? • The proficient reader gets the most meaning, with the least effort, in the fastest time.. • Concepts about print • Letter identification • Retelling a story • Search for information and cross check to solve new words

21. Reciprocity • Reading and writing support each other. • As the child learns letters and words for reading these should be encouraged for writing too. • What the child can write is a good indicator of what the child knows in detail about written language. Wunc upon a tim ther wer fre litl pigz hoo livd wiv ther hapee muver in a pritee hous in the wuds. • If a child can read a few words he/she should be able to write words using the links between sounds and letters.

22. A Guided Reading session: • has an identified focus; • uses a text pitched at the right level; • encourages children to support each other; • develops independence and fluency; • encourages children to search for relevant information in order to decode words; • develops comprehension and engagement with text.

23. Home Readers The home reading books. • complement the Guided Reading books your child reads in school. • may be changed four times a week by the child • a guide on how to help your child is put into the front cover of the yellow reading diaries. • teachers aim to acknowledge parents’ comments on a weekly basis • children can also select a book from the class library

24. How to help your child at home • Make it fun and share as many books as possible. • Encourage independence by giving them time to solve new words using meaning, syntax and visual information. • Revisit books. There is nothing wrong with reading a familiar book or a familiar text. • Focus on how the reading sounds, as this will add more meaning to a story. • Praise them in their efforts and make them feel as though they are achieving. • Do not worry or be concerned about what your child’s peers are reading.