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Reading Evening While you wait have a read of the descriptors for Development Matters Early Years for reading: 40-60 Months Continues a rhyming string.

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Presentation on theme: "Reading Evening While you wait have a read of the descriptors for Development Matters Early Years for reading: 40-60 Months Continues a rhyming string."— Presentation transcript:

1 Reading Evening While you wait have a read of the descriptors for Development Matters Early Years for reading: Months Continues a rhyming string. Hears and says the initial sound 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. Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books. Enjoys an increasing range of books. Knows that information can be retrieved from books and computers 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.

2 What we will try to cover Development Matters Early Years – Reading Phonics- RWI speed sounds lessons, handwriting sayings, Fred talk RWI- Story books Red words Making reading enjoyable Helping when they get stuck Comprehension Reading books, book boxes and the library Reading diaries: stars, helping hand, comments

3 Development Matters: Reading Months Continues a rhyming string. Hears and says the initial sound 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. Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books. Enjoys an increasing range of books. Knows that information can be retrieved from books and computers 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.

4 Speed Sounds Set 1 The children are taught sounds in these groups: m a s d t i n p g o c k u b f e l h sh r j v y w th z ch qu x ng nk They learn to: Say the sound (stretched or bounced) Read the sound Write the sound Sound-letter pictures are used to help the children learn these sounds quickly. This is us in action! (play clip on Tavistock website)

5 Speed Sounds Set 1 - Word Time! Once the children know a group of sounds they: Make words with magnetic letters for reading and spelling. Read the corresponding Green Word cards in Fred Talk (sound blending) Spell the words using Fred Fingers (finger spelling) While children practise reading these words they learn the next set of sounds. This activity is known as Word Time! Once the children can read and blend all the Set 1 sounds into words they start the Storybooks and Get Writing! books. (Show video)

6 Meet Fred! Fred is used for sound blending with word cards (Fred Talk) and finger spelling (Fred Fingers).

7 Red Word Cards In addition to the Green Word Cards that are used to practise word blending for reading we have Red Word Cards to practise reading words with tricky spellings. Each child will have a zippy folder for the Red words – to work on at home.

8 RWInc has five underlying principles: Pace Praise Purpose Participation Passion

9 Take a look at phonics resources and ask questions so far. Still to come : reading at home, reading diaries and book changes

10 Reading is fun!

11 Anywhere, out and about, shopping, labels, signs Anything Playing reading games, matching words, Snap, I spy Let them see you reading, role model Follow your child’s lead Enjoyable shared experience!

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14 How can we help them when they get stuck? Sound it out, get them to say each sound e.g. c-a-t, if they cannot hear the word I would then say c-a-t getting quicker each time Look at the pictures - could they help the children? Help them with the sound they are finding hard e.g b-a-t - they are saying d-a-t instead

15 What are we reading? Comprehension.... Reading isn’t all about being able to read. Do they understand what they are reading? Ask them questions after every couple of pages: Can you tell me what has happened? Who has fallen off their bike? How do you think they are feeling? Predict - how will the story end?

16 Reading books, book boxes and the library Reading books get changed on a Monday then you get to keep it for the week Classroom book boxes: you can bring them back and change them each day as frequently as you would like - don’t forget to sign them out The library - lunchtimes and after school on a Thursday, joining a local library too. Changed frequently

17 Reading diaries Stars: Every time you read a book, a sign, an invitation you can colour in 1 star every day. Bronze, Silver, Gold and Diamond Comment: jot in the diary what reading you have done and how they found the book, positive comments and any difficulties. Helping Hand :to give ideas on how to emphasise different areas of reading with your child.

18 Thank you.


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