1. Reading for pleasure
Y1 & Y2 reading workshop (5th October 2015)

7. Phonics
Phase 1: Environmental sounds – listening to sounds outside, making different sounds using objects
Phase 2: s ,a, t, p, i, n, m, d, g, o, c, ck, e, u, r, h, b, f, l.
Phase 3: j, v, w, x, y, z, qu, ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er.
Phase 4: Focus on applying the sounds
Phase 5: Alternative spellings of sounds such as ay, ie, ea etc

8. Question to think about
When and where does reading take place in your family?

9. Reading can be done anywhere

10. What we do at OLM

11. At OLM we use colour banding, not levels.
For example; a child who is reading a yellow band book may bring home a book that says stage 2 on the back and another book that says stage 4 (you do not need to worry about this).
The focus should not be on what colour book your child is reading, but about reading for enjoyment. Reading is a chance to practise reading skills and not worry about colour bands or comparing one child against another.

12. Guided Reading with Teacher Listening station/book corner
Guided reading timetable
Guided Reading with Teacher
Follow up
Listening station/book corner
Phonics
Comprehension
Mon
Giant Peach
Chocolate Factory
Mr Fox
Marvellous Medicine
Enormous Crocodile
Tues
Wed
Thurs
Fri

13. Parents’ worries Lots of parents worry that the book that their child comes home with is to easy for them.
Reading at home should be an opportunity for your child to practise a smooth clear reading voice. Reading for them at home needs to be enjoyable and not a time for struggling and arguing. Praise the child for how they read. Emphasise how smooth their voice is or congratulate them on working out an unknown word. Ask lots of questions while your child is reading to check that they are understanding the story line or facts of the text.
Read the book more than once
Reading a book each time, can be a different experience. Have a different focus for each time you read it with them. For example; focus on the use of punctuation one time, working out unknown words one time, the story line one time and what’s in each picture another time.
Reading at school
Harder texts are given in the classroom under the guidance of the teacher. We do not want a child to believe that it is so difficult. At OLM we use Big Cat scheme and these books are more of a challenge for the children.

14. Staying on the same colour band for a long time
This is nothing to worry about. Teachers need a child to be secure at a level before moving on. Being secure means that their reading voice is smooth and fluent, they can read a variety of texts at that level, have a variety of reading strategies they use to work out unknown words independently and they have great comprehension of the text.
Children need to be exposed to both fiction and non fiction books at each level. Non fiction books tend to be harder for children as the vocabulary is more demanding.
A child needs to develop a variety of reading strategies to work out unknown words in texts. While listening to your young child read, try to encourage them to work out the word independently. Informing your child of the word straight away will not develop their reading skills. Many children can not move to a new level as their undeveloped reading strategies will not support them at a new level.
*Moving up levels too quickly may cause more harm than good. A lot of children’s comprehension strategies are undeveloped as the focus has been on how the child sounds and not the understanding of the text.