1. Welcome to our “ Phonics and Early Reading ” Meeting Tuesday 11 th October 2011

2. Our Outcomes To be able to understand more about: Our Outcomes To be able to understand more about:  Letters & Sounds  The early stages of reading  Reading in school and at home  The books your child will bring home  How to help your child with their reading

3. Letters and Sounds The phonics resource used at Panaga School.

4. PhaseYear Group and Timings 1Nursery 2Nursery/P1 3P1 4P1/P2 5P2/P3 6P3

5. Basic skills 1. Learning the letter sounds 2. Letter formation 3. Identifying (segmenting) sounds in words 4. Blending VC and CVC 5. Tricky words 6. Learning digraphs

6. Letter Sounds Group 1

8. Sounds and actions Learning the s sound action: Weave your hand like a snake, making an ‘s’ shape, saying ssssss

9. Have a go …

10. m

11. n

12. r

13. Letter Formation Copy letter In the air On the board In sand Playdough Water and brushes

15. Segmenting Segmenting Identifying one or all of the sounds in a word. For example, if a child hears the word log, they should be able to identify that log has 3 sounds. l – o - g

16. ‘Sound- talk’ ‘Robot arms’ ‘Metal Mike’

17. Have a go …

21. CVC words  C consonant  V vowel  C consonant

22. Blending: VC and CVC Panaga School Parent Curriculum Information 5 - Early Reading YC/LD/SJ/JB Children can say each individual sound in a simple word and blend them together to successfully read the word. For example, the word ‘cat’. Children should be able to say and blend the 3 separate sounds c - a - t to read the word ‘cat’.

23. Have a go …

24. m o p...

25. c a n...

26. f u n...

27. Tricky words I the go

28. Digraphs Two letters that make one sound. Eg. ‘ai’ pain

29. Digraphs sh ch thng

30. Digraphs eeeraroa oiouooai

31. r – ai - n

32. c – oa - t

33. sh – ee - p

35. Reading Schemes  Collins Big Cat  Oxford Reading Tree (ORT)  Ginn 360  PM Starters Reading books will be sent after half term holiday, twice weekly with the reading diary.

36. First steps to reading  Books chosen to support the stage of the individual child.  Aim to ensure a breadth of reading experiences.  Aim to ensure a broad range of books, non fiction and fiction.  Picture books  First words  Sentences  Library books

37. Reading in school  Phonics sessions  Modelling and sharing reading with big books and a range of books  Puppets for story telling  Re-telling stories in groups  Signs and environmental print  Role play: characters/drama  Sequencing pictures  Games with words/ letters  Guided and individual reading  Modelling strategies for reading

38. Reading at home  Please help to feedback on your child’s progress by signing the yellow reading diary and commenting where appropriate.  Please send in the book and yellow diary in your child’s book folder each day.  Additional support activities may be given e.g. phonic/flashcard activities.  Books changed twice weekly, teachers will communicate if there are any changes.

39. Key questions and question starters  Aims: to help you to encourage your child to engage in the pictures and in the story.  What can you see?  What do you think will happen next?  What is the …doing?  What is the …saying?  What is the …thinking?  Where is …?  Who is….?  Why is?  How does he/she/it feel?  How many ….can you see?  Who/what is your favourite character?  Do you like the story? Why/why not?  Which was your favourite part?

40. Supporting and extending reading at home  Make reading fun and enjoyable  Choose the best time and place for your child  Read everyday if possible  Model reading (expression and characters)  Talk about the pictures and ‘play’ with the words  Find opportunities to extend and build on phonic skills  Environmental print  Library books and extending reading  Ask lots of questions and encourage children to describe the pictures and predict the story  Give meaningful praise, opportunities to succeed.

41. Have fun and enjoy reading with your child Thank you for coming to our meeting