Parent Reading Workshop Cloverlea Primary School

Why creating a reading ethos both at home and at school is important. Reading in the Foundation Stage and Key Stage One. Reading in Key Stage Two. The ideal reading environment.

The Power of Reading Creating a love of reading in children is potentially one of the most powerful ways of improving academic standards in school. There can be few better ways to improve pupils chances in school, or beyond in the wider world than to enable them to become truly independent readers.

Reading Memories Do you have a good childhood memory about books and reading? Do you have an unpleasant memory? Tell the person next to you about both. It is the conditions and feelings associated with your good memory that should be recreated for reading with your child.

The Foundation Stage and Key Stage One

Early Reading ‘Learning to read is a complex, sometimes daunting challenge. The sensitive process of attuning voices, ears, eyes and minds takes time and practice. A single method may not suit every child and the ‘hands on’ sensory approach of the curriculum for under fives is an essential element in any successful reading experience.’ Sally Featherstone 2006

Phonics What’s that all about? Starting in Nursery children will follow the Letters and Sounds programme. Phase 1 – builds their listening skills in preparation for learning sounds. (Nursery) Phase 2 – introduces the first 19 phonemes (letter sounds) and tricky words. (Reception) Phase 3 – Children will learn more phonemes and tricky words. (Reception) Throughout phases 2 and 3 children will practise their blending and segmenting skills.

Blending and Segmenting explained Blending is used when reading. Children will use their phoneme recognition to begin to put sounds together in order to make the words. Segmenting is used when spelling words. Children will know the word they want to write and may split it into separate sounds in order to write the word correctly. Plausible attempts are encouraged at this stage.

Children will need to learn these words by sight. What’s a tricky word? These are words that cannot be sounded out. For example: The, I, no, go, to, he, me, my, be Children will need to learn these words by sight.

Reading books Children will be given picture books with no text. As their phonic knowledge and skills progress the children will be able to move on to books with simple texts and progress from there. One to one correspondence – encourage children to point to each word as they read. Picture clues – allow and encourage the children to use the pictures in order to help them read the story. Home readers are ‘easier’ for the children to read so that they can access the book. They should be able to read 90% of the book unaided in order to promote fluency and a good understanding of the text/story. The guided reading books that the children will be reading will be at a level above their home reader as this is a heavily guided session and a shared text.

Year 1 & 2 Phase 4 (Year 1) Up to six weeks When children start Phase Four of the Letters and Sounds phonics programme, they will know a grapheme for each of the 42 phonemes. They will be able to blend phonemes to read CVC (consonant-vowel-consonant) words and segment in order to spell them. Children will also have begun reading straight forward two-syllable words and simple captions, as well as reading and spelling some tricky words. In Phase 4, no new graphemes are introduced. The main aim of this phase is to consolidate the children's knowledge and to help them learn to read and spell words which have adjacent consonants, such as trap, string and milk.

Phase 5 (Year 1) Now we move on to the "complex code". Children learn more graphemes for the phonemes which they already know. ay ai a_e Children learn different ways of pronouncing the graphemes they already know. chip chef christmas

Phase 6 (Year 2) In phase 6 children will be reading longer and less familiar texts independently and fluently. It is crucial that at this point children are now reading to learn and reading for pleasure. Children should be able to read the 300 high frequency words. It is important that comprehension strategies are developed so that children clarify meaning, ask and answer questions about the texts they are reading, construct mental images during reading and summarise what they have read. In spelling children are introduced to the adding of suffixes and how to spell longer words. Throughout the phase children are encouraged to develop strategies for learning spellings.

Phonics Screening Check In June, every Year 1 child in the country will take part in a statutory phonics screening check. The check is very similar to tasks the children already complete during phonics lessons. The focus of the check is to provide evidence of children’s decoding and blending skills.

Reading in Key Stage Two

‘Support for Spelling’ ‘Support for Spelling’ is a balanced spelling programme which enables pupils to become fluent and effective writers as well as readers; accurate spelling is a means to that end. Competent spellers need to spend less time and energy in thinking about spelling to enable them to channel their time and energy into the skills of composition, sentence structure and precise word choice. The basis of support for spelling starts in year 2

Support for Spelling A balanced spelling programme includes five main components: • Understanding the principles underpinning word construction • Recognising how to apply these principles • Practising and assessing strategies and proof reading • Building pupils’ self images as spellers The early phonic work builds into the support for spelling in the juniors and they go hand in hand.

Comprehension ‘First the children learn to read; Once your child has a good understanding of phonics they will be challenged with much harder words that they might not know the meaning of. Encouraging children to ask the meaning of unknown words or use a dictionary is important to them being able to understand what they have read. Children must have good comprehension skills and be able to answer questions relating to what they have read to be able to move on in the book bands. Not a race through the book bands. Learn the mechanical aspects of learning. ‘First the children learn to read; later the children read to learn.’

Reading Everything! At this age your children often read lots of different things such as stories, information books, comics, magazines, the internet, newspapers, leaflets and flyers. It is really important that children read all sorts of things. Encourage this and praise your child. Try to make your child feel good about their reading. Praise them when they are reading and let them see that you enjoy reading too. Talk about the main characters in a story. Ask your child who is their favourite. Ask them who they don’t like in the story. Talk about pictures that your child finds interesting. Join the local library or online book clubs available.

Reading Everything! Find two books that are very different, one may be a funny story and one may be an adventure story. Talk about the two books and what the writers have done differently. Find and read different types of non-fiction with your child (menus, internet blogs, newspapers). Talk about what is the same and what is different about them.

Encouraging Children to Talk Talk to your child about their favourite television programmes and films. Talk about what happens in them. Ask your child to tell you why they enjoy the film or television programme so much. Make your child the ‘family reader’, ask them to read the TV guide, shopping list... This shows your child that reading is a real life activity.

Guided Reading The children are split into small ability groups of 6 or 8 and share and read a book in this group once a week.

What Your Child Will Read at School Examples of non-fiction reading newspapers dictionaries websites magazines teletext internet sites instructions leaflets emails recipes reports maps menus TV guides Adverts Examples of fiction reading electronic games funny stories romantic stories graphic novels mystery stories adventure stories traditional and fairy tales myths and legends comics poetry fables picture books school stories Talk about guided reading during this slide

The reading record This is a place where you can record how well your child is reading at home. It is also a way of communicating to the class teacher (in Reception and Key Stage One) any concerns or questions you may have about reading.

The perfect reading environment Quiet, calm and focussed! Make your child aware that this is their reading time. Enjoy laughing at the funny parts of the story together. Talk about what is happening in the pictures, this will help your child make sense of the story. Be enthusiastic when reading with your child, reading should be fun!

Are there any questions?