Aims of session Making reading fun Early reading Developing reading Fluent reading Reading at school

Making reading fun! Special time/enjoyment Quality not quantity Reading is all around

Early Reading Sharing a story Read it to them first Talk about the book Look at the pictures Tell them words if they are tricky Not all words are phonetic! Model sounding out so they can hear it

There are 43 phonemes in the English language! Phonic terminology: some definitions A phoneme is the smallest unit of sound in a word. How many phonemes can you hear in this word? cat? c – a – t There are 43 phonemes in the English language!

Blending is recognising the letter sounds in a written word, for example c-u-p, and merging or them in the order in which they are written to pronounce the word ‘cup’

Sound it out f u n ch ur ch s igh t

Sorting Sounds Activity Two or three sounds? Pig ship boy day car fill whizz chick

Sounding out words helps us with our spelling as well. Count the sounds you can hear in a word. Write the word in a phoneme frame.

You they was My Developing Reading Use picture cues Encourage sounding out first Practise high frequency words Think about what word would fit the sentence Sound out and blend, model Nothing wrong with predicting Model reading like a reader was My

Helping your child read Let your child hold the book and turn the pages. If your child makes a mistake let them get to the end of the sentence before saying anything. See if they can correct themselves. If your child gets stuck give them time to think before helping. Tell them to try: look carefully at the letters in the word Say the sounds and read the word (not all words can be sounded out ) Think what word would make sense Encourage your child to read the sentence again and have another go 4.If your child cannot work out the word then tell them. Don’t let them struggle. 5. Praise your child, say what was good ’well done you knew it did not make sense and you went back and put it right’ or ‘I like the way you read that with good expression and used the full stops to help you’. 6. If your child has difficulties prompt with one of the following questions: -Does that make sense? -what would make sense? -What is happening? -Check the letters -Does that word look right? Remember: Reading the same book several times will help your child read fluently with pleasure. If your child is reading slowly, read the book together so that they feel they can read fluently.

Fluent Reading They still need to be listened to Read to the end of sentence then go back Reread to make sense Be aware of the punctuation Looking for words within words Break into syllables Model expression!

Before reading: Tell your child the title of the book, pointing to the words What can you see on the front cover? What do you think the book is going to be about? Who is in the story? Why do you think that? During reading- do not ask too many questions while reading What do you thinking is happening here? What might this mean? What do you think will happen on the next page? After Reading Which was your favourite part of the book? Where does the story take place? Do you know another story like this? What would you have done? Are there any words that tell you what the character is like?

Reading at school Reading is a combination of individual and guided Reading Record Books/signing book Reading all the time Our photos!!!!!!!!!!!

.Working with a small group .Teaching strategies .Model and practise .Comprehension of story .Learning from each other

Sometimes after guided reading we might do some written activities: We might spell some of the words from the story on a whiteboard say the word Mmmmooooop stretch it out and listen to the sounds Say the sounds on your fingers m o p Write the sounds Check it! Say the sounds and read the Word m o p ● ● ● Mop

High frequency word games We teach children to recognise words on sight: To make them more fluent when they read. They cannot sound out every word. To improve their reading confidence. To prevent them from losing interest To prevent the book from losing meaning as it requires lots of decoding Game to help: Small cards with words your child is learning written on them. Turn cards face down and match pairs that say the same. Post box-Using a box with a slit post sight words in when they can read. Have a competition each day to see if they can recognise more words. Make it fun Beat the clock-Ask your child to write a target word. Let them write the word in the air and learn it. When the word is correct ask your child to see how many times they can write it in one minute. Rocket game-Draw a rocket track. Child picks up a word and reads it. If its correct they move their counter up the rocket till they blast off.

Sentence Work: Choose a sentence from the story and write it down. Cut up the sentence Place the words in front of your child and let your child put the sentence back together Do not help your child or interrupt When they have finished ask your child to read the sentence back to you. Correct errors and reread sentence Child can then close their eyes while you take a word away and close the gap. Tell your child to reread sentence and tell you which word is missing. Put word back and reread. Rereading is a good strategy that children use when their reading does not make sense. A more able reader could add more exciting words to the sentence to make it interesting.

Thank you for coming!