1. 1 Reading within Year 1 How to support your child 1

2. 2 Reading aims within Year 1  We aim that children will be able to show an understanding of the elements of stories such as main characters, sequence of events and openings.  We aim that children will be able to read a range of familiar, common and unseen words and sentences independently. 2

3. 3  We aim that children will be able to retell narratives in the correct sequence, drawing on the language patterns within stories.  We aim that children will be able to show an understanding of how information can be found in non-fiction texts in order to answer questions about where, who, why and how. 3

4. 4 We aim that children will be able to show an understanding of the elements of stories such as main characters, sequence of events and openings.  How can we achieve this together? 4

5. 5 Familiar reading is all about sharing books that you read together often. Reading familiar books allows children the opportunity to talk about characters, events, sequences and openings. They may read the book, or it may be a book you read to them!

6. 6 We aim that children will be able to read a range of familiar, common and unseen words and sentences independently.  How can we achieve this together? 6

7. 7 By beginning with the basics of learning single sounds, children progress into hearing sounds in words, reading across words and hearing the words. Once a child can read across a word and put the sounds together; they are ready to try their first simple sentences.

8. 8 We aim that children will be able to retell narratives in the correct sequence, drawing on the language patterns within stories.  How can we achieve this together? 8

9. 9 By encouraging the children to retell stories in a variety of ways develops their language and social skills. Later in the year, the children will be supported in writing stories.

10. 10 We aim that children will be able to show an understanding of how information can be found in non- fiction texts in order to answer questions about where, who, why and how.  How can we achieve this together? 10

11. 11 By giving the children a variety of contexts to enjoy reading they begin to appreciate how the world of words can give us lots of different information.

12. 12 Back to Basics The things you can do at home when you child is preparing to read

13. 13 Practise letter sounds. Check reading diaries and information boards for the sounds your child is learning. Practise saying and recognising the sounds as often as possible. Here are just some ideas... *Use magnetic letters to sort into ‘families.’ *Look for letters within stories. *Sound snap *Memory match *Letter formation *Share lots of books 13

14. 14 Getting Started The things you can do at home as your child is beginning to read

15. 15 Practise reading across words. Children need to practise reading across words and listening to the sounds that they can hear. As they practise this more they will develop a skill that enables them to ‘hear’ words as they read. Here are just some ideas... *Listening to stories and rhymes *Building CVC words using sound bricks *Saying the sounds in words seen everyday life so that your child can listen and build the sound *Looking for words in simple sentences * Making rhyming strings 15

16. 16 On the way The things you can do at home as your child is becoming a young reader

17. 17 Making it real. As children become more confident in using their phonic skills you can focus more on the intonation children use as they read. This involves children becoming more aware of punctuation and changing the way they read in response Here are just some ideas... *Enjoy a variety of books. Reading goes beyond school reading books! *Encourage the children to act out stories using familiar refrains *Have fun! 17

18. 18 Reading books your child may take home to share include...  Books that contain no text so that children can tell their own stories  A variety of reading scheme books that will widen your child’s reading experience 18

19. 19 Reading Levels 123123 4 and 5  By the end of level 3 children should be able to recognise 25-30 high frequency words and be confident with simple sentence construction.  By the end of level 5 children should feel more confident in reading less predictable texts. Levels 5 books demand a closer attention to text.

20. 20 Reading Levels 678678 9, 10 and 11  New words are introduced surrounded by familiar words and simple sentence construction. Children should begin to be able to deal with common word endings (ing) and compound words (sandpit). Around 100 high frequency words should be known.  A wider range of book formats become available, including non-fiction and poetry. Children should begin to notice punctuation and begin to change their intonation to match. Approximately 160 high frequency words are know.

21. 21 And finally... The way you talk to a child as they read can empower them into successful readers

22. 22 Positive Prompting I like the way you worked that out. Try it. I like the way you noticed that and fixed it. You’re almost right. Do you know something about that word? Do you know a word like that? What do you know that will help? Think about what is happening in the story. 22

23. 23 The ‘3 Second Rule’ Don’t let a child struggle with a word alone for more than 3 seconds. It is important that the pace of the text is maintained to support comprehension.  After 3 seconds, give a prompt,  After a further 3 seconds, give the word.

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