Secret codes! This is what words are like for the beginning reader. They may recognise that certain shapes are repeated, but they do not know what the code means.
The Three Little Pigs Once upon a time there were three little pigs who ran away from home. The first little pig built a house of straw. The second little pig built a house of sticks. The third little pig built a house of bricks. The wolf blew down the straw house and the stick house. The three little pigs lived happily together in the brick house.
Early Learners At the early years of reading development, children rely on Phonic skills predominantly Letter recognition Sight vocabulary (Key Words or Tricky Words) Sound and letter relationships
How we at CCWA teach and support children to read? Daily Letters and Sounds session to introduce/revise phonics (hearing, listening, reading and writing), practice the segmenting and blending skill and learn/revise the tricky words. Group Reading sessions read with teachers Individual Reading books – read at home and school. Shared Reading sessions – with big books relating to our learning within lessons.
Audio Stories – at the listening centre Story Sacks – books with props and resources e.g. puppets Animated Books – Charlie and Lola, Bob the Builder Visual Literacy – Stories with movies e.g. Finding Nemo, Cars and A Bugs Life Drama – role-play in groups, puppet theatre, dressing up in the role of characters How we at CCWA teach and support children to read? 2
Supporting Reading at home 1 Use only the phonic sounds when talking about letters. We do introduce letter names but to avoid confusion at this early stage, we use alphabet songs. Read to your child often and talk about the story ~ ~ talk about the pictures, what can they see happening? ~ ask them what they think will happen next ~ ask their opinion about the book ~ let them have a turn at reading a word, sentence or page depending on difficulty of book Look for letters together while out shopping etc. Let your child see reading taking place in the home – books, newspapers, magazines, posters, leaflets advertisements, shopping lists etc.
Your child will bring these reading activities home ~ Weekly Individual Reading book – this will be at your child’s reading level, linked to their Guided Group reading level Weekly (Out on Fridays, in on Mondays) Phonicsincluding; –a Phonic Sheet with the individual sound your child is learning each week – a Phonics book to practice writing these phonemes. Supporting Reading at home 2
Sounding Out and Blending Your child will begin to develop the skill of ‘Sounding Out’ and ‘Blending’ as soon as they recognise a handful of phonemes e.g. s, a, t, p, i, n = sat, sap, tap etc. When reading with your child they will need help and encouragement to ‘sound out’ and ‘blend’ the sounds in words. Model this for them ~ ~ Cover up the word revealing only the sound being read, ~ Use hands as a visual aid (squeezing the sounds together between your hands) ~ Put sound buttons under the phonemes, Slowly sound out the phonemes you read Slowly blend the sounds together with them Praise them for independent blending c a t sh i p Spl a sh Sound Buttons e.g. Once your child has developed these skills, should be able to read most 3 letter cvc words e.g. dog, ten, tap, mog, cup
Tricky Words Some words do not fit into the phonetics system e.g. ‘said’ phonetically should be ‘sed’ Children have to learn these words from sight
Language Comprehension Does the child understand what they have read. Despite reading fluently and confidently, some children may not take the story. They may not be able to talk about the story and answer questions in detail about the story. We need to check understanding, so always question about the story throughout reading and when finished.