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A phonics workshop for Parents St John’s CE Primary School Tuesday 20 th November 2012 EYFS and KS1 team.

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Presentation on theme: "A phonics workshop for Parents St John’s CE Primary School Tuesday 20 th November 2012 EYFS and KS1 team."— Presentation transcript:

1 A phonics workshop for Parents St John’s CE Primary School Tuesday 20 th November 2012 EYFS and KS1 team

2  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?

3 shell my ring

4 said shop and

5 do rain dog

6  When reading, your child will be able to decode/ break up certain words, whilst other,‘tricky’ words can only be learnt from sight.

7  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!

8  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.

9  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.

10  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?

11  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?

12  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)

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14  Children in Key Stage One should are taught to the following National Curriculum objectives : 1. hear, identify, segment and blend phonemes in words 2. sound and name letters of the alphabet 3. recognise that some sounds may have different spellings and that the same spellings may relate to different sounds 4. read on sight high-frequency words and other familiar words 5. recognise words with common spelling patterns

15  We build on children’s knowledge of sounds by teaching new ones:

16  We teach children to read and spell words by breaking them into sounds. We segment the words: c a t sh i p... __..

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18  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. __.

19  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?

20 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 ?

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