1. Houghton on the Hill Foundation Parents Reading Meeting

2. Introduction Children learn a great deal from other people. As parents and carers, you are your child’s first teachers. You have a powerful influence on your child’s early learning.

3. The spoken language From a very early age, children develop an awareness of the different sounds in our spoken language(s). They learn how to use their voices: – to make contact with you – to let you know what they need – to show how they are feeling As parents and carers, you best understand your child’s communications; you are key in helping them to develop their speaking and listening skills.

4. How can you help? Provide your child with lots of different opportunities to speak and listen with others: – Preparing meals – Tidying up – Putting shopping away – Getting ready to go out Switch off the TV, radio and mobile phones Show you are interested in their conversation Use puppets and toys to generate a story. Have fun making one up for each other!

5. Talking about books Talk about beginnings Did it start with ‘Once upon a time’/ ‘One day’? Try to predict what will happen next. At the end ask if it was a sad/ happy/funny ending. Talk about the characters ( the people or animals in the books) –are they beautiful/ ugly/ magical/ furry/ slimy etc How are they feeling- look at their faces. Read picture books to your child putting in lots of new exciting words and then encourage them to read it back to you. Then repeat the next night and the next- listen to what happens!!

6. The importance of speech sounds As children grow older, they begin to understand the different sounds in languages, and join in with stories, songs and rhymes! This is an important stage, as the ears are beginning to tune into the important sounds they can hear, and discriminate. Over time, your child will begin to distinguish between 44 different speech sounds (phonemes), and they will match sounds to letters (the graphemes). This is called phonic knowledge.

7. Prior learning At preschool your child has been learning to: – Have fun with sounds – Listen carefully – Develop their vocabulary – Speak confidently to you, other adults and children – Tune into sounds – Listen and remember sounds – Talk about sounds – Understand that spoken words are made up of different sounds

8. Sounds fun!

9. Phase 1 Phonics-Letters and Sounds Phase 1 is made up of 7 different areas: – Environmental sounds – Instrumental sounds – Body percussion – Rhythm and rhyme – Alliteration (words that begin with the same sound) – Voice sounds – Oral blending and segmenting ( more on this essential skill later)

10. Phase 2 Phonics- Letters and Sounds This has already begun for some but will begin for all next week in Foundation. Children begin to formally learn the sounds in the English language. Phonics sessions are fun sessions involving lots of speaking, listening and blending and segmenting games.

11. Sound talk The separate sounds (phonemes) are spoken aloud, in order, all through the word, and are then merged together into the whole word. The merging is called blending, and is a vital skill for reading. We will send home a blending games bag to help with this. Eg: c-a-t = cat

12. Sound talk Children will also learn to do this the other way round. Eg: cat = c-a-t The whole word is spoken aloud and then broken up into its sounds (phonemes) in order, through the word. This is called segmenting, and is a vital skill for spelling.

13. Learning the phonemes Children will learn the phonemes (sounds) for a number of letters (graphemes) They will also learn that some phonemes are made up of more than one letter, eg: /ll/ as in b-e-ll We use a kinaesthetic approach – i.e. actions to help the children remember the phonemes

14. Saying the sounds Your child will be taught how to pronounce the sounds (phonemes) correctly to make blending easier Sounds should be sustained where possible (eg, sss, mmm, fff) If not, ‘uh’ sounds after consonants should be reduced where possible (eg, try to avoid saying ‘b-uh’, ‘c-uh’)

16. Making words Now the children will be seeing letters and words, as well as hearing them They will be shown how to make whole words by: – pushing magnetic letters together to form little words – Reading little words on the board – Breaking up words into individual sounds

17. VC and CVC words C = consonant, V = vowel VC words are those consisting of a vowel and then a consonant, eg: at, in, up CVC words follow the pattern consonant, vowel, consonant, eg: cat, dog, pet Words such as tick or bell also count as CVC words; although they contain four letters, they only have three sounds

18. Reading books at home The children will progress through targets matched to their phonic level. At first they memorise texts and we encourage them to use picture clues to predict unknown words. Then we encourage them to point at what they are reading, tracking the text and we make them focus on the initial phonemes if the word they read does not match the written word. Then children are encouraged to use their phonic knowledge to sound out and blend unknown words.

20. Keywords at home Your child will also need to start learning some words by sight to build their fluency reading. They also learn several tricky words that cannot be sounded out E.g: the, to, I, go, no We send home Humpty Dumpty sheets so you can see the keywords your child is working on. We also send ideas for games and keywords for you to cut out and keep.

21. Phase 3 Phonics- Letters and sounds The main individual letter phonemes have now been learnt, and children are reading CVC words independently Phase 3 teaches children to learn the graphemes (written sounds), made up of more than one letter, eg: ‘oa’ as in boat Your child will also learn all the letter names in the alphabet and how to form them correctly

22. At this stage Children read more tricky words and begin to spell some of them. Children read and write words in phrases and sentences. We move children onto reading books matched to their phonic level containing words with digraphs (2 letters make 1 sound).

23. How can I help at this stage? Sing an alphabet song together. Play ‘I spy’ but with a sound in the middle. Continue to play with magnetic letters (or computer games) using digraphs or even trigraphs eg: r-ai-n = rain blending for reading rain = r-ai-n segmenting for spelling Play tricky word games with the ideas sent home from school. PLEASE Encourage any independent attempts at writing.

24. Phase 4 Phonics- Letters and sounds The children do not learn any more new digraphs but focus on longer words. They start looking at ccvc and cvcc words e.g. step/ bend but to make these harder we include digraphs e.g. spoil/ cheeks. Then they move onto ccvcc and multi syllable words e.g. growing/ children. They also keep progressing through keywords FINALLY READY FOR YEAR ONE !

25. Don’t worry if they get some wrong! Not all children will learn at the same rate. We will work together with you if your child needs extra support. These sounds and words are hard to remember and need plenty of practice.