Presentation on theme: "Reading at Edinburgh School Parents’ Workshop KS2."— Presentation transcript:
Reading at Edinburgh School Parents’ Workshop KS2
Using synthetic phonics This is the order in which we learn them. s a t p i n m d g o c k ck e u r h b f ff I ll ss j v w x y z zz qu ch sh th ng ai ee igh oa oo ar or ur ow oi ear air ure er Some books may show a focus on certain phonics. When reading we blend phonemes and when writing/spelling we segment. Free resources http://www.phonicsplay.co.uk/freeIndex.htmhttp://www.phonicsplay.co.uk/freeIndex.htm http://jollylearning.co.uk/overview-about-jolly-phonics/
Phonics Phase 5 How many different ways of spelling ‘ai’ as in rain? ay as in delay Split digraph a-e as in tame eigh as in neighbour ey as in they ei as in vein Just 6 ways!!
Phonics phase 6 Adding suffixes and prefixes Eg add ing to a verb To know when to drop the e eg hope hoping To know when to double the letter eg hop hopping
Tricky words the to I no go he she we me be was my you her the all are said so do have like some come were there little one when out what people would should could your
Colour banded books The colours show the curriculum levels and should help your child reading by making sure your child has a suitable level of book that supports them with their next steps. They should be able to read about 90-95% of the book to help them succeed and gain confidence.
Your comments are invaluable! Just by noting your child’s fluency, interest and understanding supports teachers in the partnership with you and your child. Please comment in your child’s reading journal.
Reading every day with your child. Just 10 minutes a day, every day could improve your child’s reading enormously. You don’t have to be an expert, showing an interest is vital.
How do the teachers read with your child? Discuss title and cover first. Make predictions. Explore the pictures. Discuss any difficult vocabulary or ideas. Don’t correct all errors on first reading. Give the child time to use a strategy. Suggest a strategy. Ask them to reread sentences for meaning once they have worked them out. Ask them their opinions about what they have read.
Questions you might ask your child. Do you like the main character? Why? Why not? Where and when is the book set, could it be set anywhere else? Which is your favourite part and why? What exciting words has the author used that you may want to ‘magpie’. Why do you think the author chose that title?
Strategies for reading? What would you do? I spotted a nelly on the sea shore! A dzho is commonly found in the Himalayas.
Strategies Sound out and blend Use finger to identify word Use picture cues Check is it a tricky word? Miss out the word then return to it and reread for meaning. You said … does that make sense? Try again.
Discussion points Questions where you can find the answer in the text. How does the writing make you feel? How do the words help you imagine what is happening in the text? Identify the features that help you know what sort of text it is.
What is important? Your child enjoys reading time. That you read stories to them or tell them stories. That you discuss the story. Eg Would you like to be a character in the story. Which is your favourite part and why?