Download
1 / 22
220 likes | 382 Vues
‘ Strategies for supporting your child with reading.’. A phonics workshop for Parents St John’s CE Primary School Tuesday 20 th November 2012 EYFS and KS1 team. Why have a phonics workshop?. We are developing a love of reading as part of our school action plan.
E N D
‘Strategies for supporting your child with reading.’ A phonics workshop for Parents St John’s CE Primary School Tuesday 20th November 2012 EYFS and KS1 team
Why have a phonics workshop? • We are developing a love of reading as part of our school action plan. • The EYFS and KS1 team feel it would be beneficial to share the national expectations for reading and model effective strategies for supporting your child’s reading at home. • Do you feel confident when reading with your child?
Can you spot the odd one out? shell my ring
Can you spot the odd one Out? said shop and
Can you spot the odd one out? do rain dog
How to support your child with their reading book. • When reading, your child will be able to decode/ break up certain words, whilst other,‘tricky’ words can only be learnt from sight.
How to support your child with their reading book • Encourage them to sound out decodable words and help them if needs be. • Help them with ‘tricky’ words, which cannot be sounded out. • Encourage them to remember common tricky words from past experience of reading (words such as the, me, my, he, she, we) • Point to the each word if they are missing out words. • Give them thinking time. • Use the pictures!
How to support your child with their spellings. • Practise ‘little and often’ (5/10 minutes per day) • Read the words with your child • Say the words out loud (children have a greater chance of remembering a word if they have said it aloud) • Engage the left (memory) side of their brain when sounding out the words they are learning. • Look, say, cover, write, check.
What is the national expectation by the end of reception? • Children in Reception are working towards achieving the following Early Learning Goal: Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
What should my child be doing at 30-50 months? • Listens to and joins in with stories and poems. • Beginning to be aware of the way stories are structured. • Suggests how the story might end. • Listens to stories with increasing attention and recall. • Describes main story settings, events and principal characters. • Recognises familiar words and signs such as own name and advertising logos. • Holds books the correct way up and turns pages. • Knows that print carries meaning and, in English, is read from left to right and top to bottom. Which of these can my child do? How can I support this at home?
What should my child be doing at 40-60+ months? • Hears and says the initial sounds in words. • Can segment the sounds in simple words and blend them together and knows which letters represent some of them. • Links sounds to letters, naming and sounding the letters of the alphabet. • Begins to read words and simple sentences. Which of these can my child do? How can I support this at home?
How is this achieved in reception? • Learning how to pronounce sounds phonetically (Letters and Sounds video) • Teaching the sounds with actions • Taking a reading book home (this may be a picture book, a book with words or a book with simple sentences)
What is the national expectation by the end of Key stage one? • Children in Key Stage One should are taught to the following National Curriculum objectives: • hear, identify, segment and blend phonemes in words • sound and name letters of the alphabet • recognise that some sounds may have different spellings and that the same spellings may relate to different sounds • read on sight high-frequency words and other familiar words • recognise words with common spelling patterns
How is this achieved? • We build on children’s knowledge of sounds by teaching new ones:
How is this achieved? • We teach children to read and spell words by breaking them into sounds. We segment the words: c a t shi p . . . __ . .
Year one phonics screening test • It is now compulsory for Year One children to take part in a national test at the end of Year One. It consists of 40 decodable words, containing sounds which most children should recognise by the end of Year One. The words are a mixture of real and ‘nonsense’ words: jump kigh shine scrap . . . . . __ _ . . . . . . . . baim . __ .
Year two reading SAT test • Towards the end of Year Two, your child will take a reading test. This assesses their ability to read independently and understand what they have read. • How do I support my child’s comprehension skills already? • How can I encourage my child to ask and answer questions about what they have read?
Examples of questions you could ask • Why is Kipper saying no? • Why is Kipper covering his mouth? • What does Mum want to do? • How does Kipper feel? • What might happen next in the story?
