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Reading Meeting
Thursday 28 November 2013
Welcome!
* This meeting will focus on how
reading is taught in school.
• Give you some ideas to enable you
to support your children’s
learning and
development
at home.
Reading
How do children learn to read?
Use pictures;
Phonics -become familiar with letter sounds
Blend sounds to help with reading;
Learn tricky words as
sight vocabulary;
• Use context;
• PRACTISE, PRACTISE
and more PRACTISE!
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What do we do in school?
• Phonics lessons Letters and Sounds;
Jolly Phonics;
• Individual, shared and guided reading;
• Word walls;
• Oxford Reading Scheme;
• Story telling;
• Print rich environment;
• Reading buddies;
• Independent activities
to promote reading.
Letters and Sounds
What’s involved at Phase 1?
Sound discrimination, rhyme, rhythm,
alliteration, oral blending;
• These skills are crucial for your child’s
development as reader, writers and speakers;
• You can help by sharing nursery rhymes, singing
simple songs, playing alliteration and rhyming games,
listening and describing sounds.
What’s involved in Phase 2?
• Letter sounds taught individually at first, not in
alphabetical order;
http://www.letters-and-sounds.com/phase-2-initial-sound-game-1.html
• It is very important to say the pure sound and
not add an ‘uh’!
mat
• Some words cannot be ‘sounded out’ and
children need to learn these by sight eg
the, said, was.
What are ‘Word Walls’?
• Tricky words
• High frequency words
What’s involved in Phase 3?
• The aim of phase 3 phonics is to recognise
digraphs (this is when 2 letters make one
sound) and use them when they are reading
and writing more complex words e.g. toad,
feet, boat, farm;
• Children are expected
to read and spell these
words in simple sentences.
What’s involved in Phase 4?
• In Phase 4, no new graphemes are
introduced.
The main aim is to consolidate children’s
knowledge and to help them learn to
read and spell words which have
adjacent consonants, such as trap,
string, and milk.
What’s involved in Phase 5?
• In Phase 5, children will
learn more graphemes and
phonemes.
For example, they already
know ai as in rain, but now
they will be introduced to
ay as in day and a_e as in make.
Alternative pronunciations are taught:
eg tin – wild dog – cold
What’s involved in Phase 6?
• The children in this phase are able
readers who now need support with
alternative spellings, tenses and
spelling rules.
How do books at school cater
for children’s needs?
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Text-less books;
Book band colours
Wide range of books
Changing books regularly, different
types of books.
What can I do to help my
child at home?
* Quiet place for regular reading;
* Use school books;
* Word Walls;
* Enjoyable shared reading
experiences eg bedtime;
* Provide other reading material;
comics, instructions, recipes,
on screen.
* Visit the library together.
Remember:
• All children learn in different ways and
at different rates;
• Be positive and patient;
• Read on a regular basis, aiming for 5-10
minutes each night;
• Speak to your child’s teacher
if you have any concerns;
• Keep home reading books in
book bags;
• Children may like to go back
to their favourite stories
again and again.
Thank you for listening and for
your continued support -it makes
a massive difference!