2. Le Cateau C.P. School Foundation Stage Reading! Help!! What’s it all about?

3. Привет всем, Может вы читаете эти строки? Это то, что она нравится, когда дети сначала научиться читать. Подумайте о том, как это заставить вас чувствовать себя не в состоянии прочитать и понять печати.

4. Hello everyone, Could you read the last slide? This is what it li k e when children first learn to read. Thin k about how it made you feel not being able to read and understand the print.

5. Today we hope to give you a better understanding of what teaching children to read is all about. Children are all different! They develop at different rates Boys and girls learn differently Born at different times of the year English as an Additional Language Specific Needs Different experiences

6. There are 6 main s k ills and attitudes that we want children to develop in the Foundation Stage: There is no point teaching children to read if they never want to pic k up a book. This is one most enjoyable ways that you can help your child. Try to read a bedtime story every evening and make that story time a special, calm, cosy time. Even when your child is a fluent reader, carry on reading to them. Seeing you reading - modelling how enjoyable and useful reading is. 1. The Love of boo k s!

7. Boo k s without word are a wonderful start to helping your child read. At this stage it is important to 1.Tal k about the book itself. 2.Tal k about what's happening in the pictures. 3.Finding and naming different things in the pictures. 4.As k ing questions. 5.Retelling the story from memory. 6.Relating personal experiences to the story. 7.Enjoying this special time together. Boo k s without words?

8. 2. Knowing how boo k s work Start at the front cover not the bac k cover Which way up a boo k goes Picture on front cover gives us a clue as to what the boo k will be about. (helps when children are choosing a book). Knowing that there are different k inds of boo k s (stories, nursery rhymes, poems, non-fiction, dictionaries, atlases) Knowing that we get information from both pictures and text - discuss pictures, understanding that when somebody is reading they are interpreting those black squiggles

9. Discuss characters eg how do they feel, what k ind of person are they? Predict what will happen next Being able to express preferences - favourite part of a story, which characters they li k ed or disli k ed, why they found a story funny or exciting or boring Tal k ing about pictures is a vital part of reading! Text goes from left to right

10. 3. Letter Recognition Children need to k now what the names are for each of the different letter shapes of the alphabet. We teach children to recognise the 26 letters of the alphabet. Each letter has a name. This is k nown as a grapheme Children then need to k now that each letter also has a sound. This is k nown as a phoneme A phoneme can be represented by one letter (grapheme) or by a group of 2 or more letters. (e.g. ‘ch’, ‘sh’, ‘igh’) To help children remember the sound that is usually made by each letter shape we tell them a simple story, teach an action and re-enforce with fun songs.

11. 4. Phonic Skills Children need to be able to blend – put sounds together to pronounce a word Some children come to school already able to do this, but most find it very difficult. It ta k es lots and lots of practice! In order to read an unfamiliar word, a child must attribute a sound (phoneme) to each letter or letter combination in the word, and then merge them together to pronounce the word. Consonant-Vowel-Consonant (CVC ) Words are where we start. c- a -t blended = cat s- a- t blended = sat b- i -n blended = bin Lets ta k e a closer look at Phonics!

12. Phonics Phase1: 7 Aspects to develop spea k ing and listening s k ills. 1.General sound discrimination: Environment 2. General sound discrimination: Instrumental 3. General sound discrimination: Body percussion 4. Rhythm and rhyme 5. Alliteration (Use of the same consonant at the beginning of each syllable in a line of verse e.g. around the rock the ragged rascal ran.) 6. Voice sounds 7. Oral blending and segmenting There are six Phases in the teaching of Phonics.

13. 1. Teaching of the letter names ( grapheme) and letter sounds (phoneme). Let’s listen to how we say the letter sounds. Phase 2 Children entering this phase will have had a wealth of experience in listening activities including songs, rhymes and stories. 2. Practising blending ( merging sounds together) and segmenting (hearing different sounds in a word). 3. Teaching and practising segmenting for spellings. 4.Teaching ‘tric k y’ words 5. Articulation of the sounds of letters ( phoneme).

14. 1.Practising the alphabet. 2.Practising the letter names (grapheme). 3.Introduce new letter sounds: sh oa ow 4.More practising of blending for reading and segmenting for spelling. 5.Practise and teaching ‘tric k y’ words. 6.Reading simple captions. 7.Practising articulating new letter sounds. Phase 3 Children entering phase 3 will know around 19 letters and will be able to blend sounds of letters (phonemes) to read and spell CVC words

15. 1.Practising all the letter sounds they have learnt! 2.Reading CVC words e.g c - a – t 3.Blending and segmenting CVCC words e.g. g-i- f-t 4.Writing simple captions. 5.Practising and writing ‘tricky’ words. 6.Articulation of letter sounds (phonemes) Phase 4: Children entering this phase will be able to represent each of the 42 letter sounds (phonemes) with a letter name (grapheme) and be able to blend and segment. They will be able to read ‘tric k y’ words.

16. 1. Practise previously learned letter name and sounds. 2. Learn to read and spell more ‘tricky’ words. 3. Learn new letter sounds e.g. ay, oy, ou, ea, ue, wh 4. Be able to read and spell high frequency words e.g. no, have, some, were, when, go. 5. Practise writing sentences Phase 5: Children entering this phase will be able to read and spell words using their phonic k nowledge.

17. Set 1. s a t p We teach the children the letters in a specific order. Set 2. i n m d Set 3. g o c k Set 4. c k e u r Set 5. h b f,ff l, ll

18. Merging the sounds of letters (phonemes) together to pronounce a word In order to read an unfamiliar word, a child must attribute a sound (phoneme) to each letter or letter combination in the word, and then merge them together to pronounce the word. For example: b – a – t = bat c – a – sh = cash 5. Key S k ill 1: blending

19. Segmenting If an adult says a word, can the children say each sound that makes up that word? What complexity of words can children segment? Use the school schemes of work for phonics and spelling to decide where children need to go next. Websites – word and sentence level activities Online games for children http://www.phonicsplay.co.uk/ great games – can link to Letters and Sounds, select letters used in each game http://www.tutpup.com/ A very addictive site. You can register your class, and then the children can make up their own user name and compete with other children across the world. Spelling matches (different levels) and also maths. Awards given to motivate children. www.starfall.com phonic games and phonic stories http://www.bbc.co.uk/schools/wordsandpictures/cvc/index.shtml links to old NLS so would use in different terms http://www.ictgames.com/literacy.html http://www.bbc.co.uk/schools/ks1bitesize/literacy/ http://www.kented.org.uk/ngfl/games/literacy_menu.html http://www.lgfl.net/lgfl/leas/greenwich/accounts/aspects/sencoproject/web/Resources/ks1/ The adventures of Stan and Pat – online animation Websites – word and sentence level activities Teacher / T.A. Resources http://www.communication4all.co.uk/HomePage.htm http://www.societyforqualityeducation.org/stairway/readingmaterial.pdf hundreds of sentences for dictation or reading practice, linked to phonics http://www.adrianbruce.com/reading/games.htm http://bogglesworldesl.com/phonics_monsters.htm http://www.phonicsinternational.com/ Children need to be able to hear individual sounds (phonemes) in a word. e.g. “crash” has 4 phonemes – c-r-a-sh In order to spell, a child must segment a word into its sounds (phonemes) and choose a letter or letter combination to represent the sounds (phonemes). 6. Key S k ill 2: segmentation

20. British spo k en English is generally rec k oned to use 44 sounds, or ‘phonemes’.

21. It’s not just about reading the school reading scheme boo k s! Loo k at Fronter! See any staff for your child’s password to Fronter as there are lots of things to help your child develop in all areas of the Foundation Stage Curriculum! And finally…………… Remember reading should be enjoyable and FUN !!!!!!!!!!!