1. Oracy & Reading Workshop
EYFS
Oracy & Reading Workshop
2019

2. Aims of the session
To explore strategies to support your child to develop their oracy and reading skills.
To look at the progress of reading throughout Reception.

3. Can you remember your earliest reading experience
Can you remember your earliest reading experience? What was your favourite book when you were younger?

4. Reading creates memories for life

5. Reading for pleasure…
A parent is a child’s first and longest serving teacher.
Why read?
Sharing books and stories with your child is fun!
It is a great way to build special memories and moments with your child, and can easily become a favourite part of the day.
Bedtime is the perfect time to read together. It helps create a routine and can make going to bed something your child looks forward to. It is a special time for a parent and child to share.
“The best way for children to treasure reading is to see the adults in their lives reading for their own pleasure.”

6. What can you do with a book?
Read the story
Make predictions
Re-tell your own version of the story
Make some puppets for the main characters
What can you do with a book?
Add actions
What happens next? Shall we write the next part of the story?
Can you find any rhyming words in the story?

7. Importance of Vocabulary
Talking to your child helps expand vocabulary, develop background knowledge, and inspires a curiosity about the world – all of which help with learning to read!
Typically, more words are used in written language than in spoken language. The more you read to children, the larger vocabulary they will develop.
By explicitly teaching a child words a year a child can foster an annual growth of around 3000 to 4000 words. From reception to leaving school, we can therefore help children develop an essential word-hoard of around 50,000 words.
The importance of discussing any new words within the books and ensuring they understand the meanings (reading packs – find times to read books for comprehension and for decoding)
Don’t assume that children know all of the words they’re reading or hearing

8. “A child who is not at the expected standard in language at the age of five is 11 times less likely to achieve the expected level in Maths at age 11.”
Department for Education, 2017

9. Reception Reading Early Learning Goal (ELG)
Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words (tricky words). They demonstrate understanding when talking with others about what they have read.
ELG Reading Exceeding
Children can read phonically regular words (can be sounded out) of more than 1 syllable (e.g. sandpit/ chimpanzee/ lunchbox) as well as many irregular but high frequency words. They use phonic, semantic (memory) and syntactic (understanding how phrases are organised) knowledge to understand unfamiliar vocabulary. They can describe the main events in the simple stories they have read.

10. Communication and Language (CAL)
ELG – Listening and Attention
Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
ELG – Speaking
Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
ELG – Understanding
Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

11. Child emerging as a reader
Recognising initial sounds in words
Reading a known book, pointing at each word as they read
Holding a book the right way up and turning the pages of a book
Choosing to read books independently
Recognising the letter in their name
Phase 1 phonics (listening skills and repeating rhythms)
Recognising their name
Pointing out environmental print e.g. logos, recognising Netflix, LOL dolls, Pokemon etc.
Adults pointing out words that have ‘their’ letters in
Developing a favourite story
Observing adults turning the pages of a book
Bedtime stories
Conversations with adults around them, developing vocabulary and concepts
Adults reading out words e.g. on a cereal box
Adults sharing stories and talking about the pictures
Seeing adults reading e.g. birthday cards, newspapers, shopping lists
Making marks, and understanding that marks carry meaning ‘this is me’

12. Why is reading so important?
Communication skills
Vocabulary
Create memories
Concepts
Why is reading so important?
Confidence
Understanding of the world
Support with writing
Social and emotional skills
Word recognition

14. Motivation What do they enjoy reading?
Picture books
Comics
Poems
Rhymes
E-Books (lots of storytelling apps and stories on tablets and computers)
Visiting your local library enables them to choose what they would like to read from a wide range of books
If your child sees you reading, they will want to read too, encourage your friends and family to share books with your child, the more people your child sees reading, they more they will want to read too
Reading with no distractions, taking time to look at each page, discussing the pictures as you read
Love of reading/ battle

15. Talking through the pictures Valuing their points of view
Ways to develop their confidence:
Read the story TO them
Talking through the pictures
Valuing their points of view
Giving strategies and ideas if they get stuck
Re-reading a book
Showing them that reading is fun!
Read the story TO them, modelling turning the pages, pointing at the words, they can then read it back straight after (using memory)
Talking through the pictures, getting conversations going about the story
Valuing their points of view, getting them to extend on their answers
Giving strategies and ideas if they get stuck e.g. having the sound mat out when reading, so they can check any sounds they are stuck on, or covering up part of the word to break it down
If the book is about a new concept, e.g. pirates or a different culture, and they are interested, start a discussion about the new concept find some videos/ pictures online
Showing them that reading is fun!
Re-reading a book

16. Confidence
Phonics in reading:
Why we use the jolly phonics actions

17. phoneme
segment
diagraphs
blend
trigraphs

18. Phase 2
Phase 3
Phase 4
Phase 5

19. diagraphs
trigraphs
rain
light
fear
Queen

20. Fun games to practise tricky words:
Independence
Fun games to practise tricky words:
Post-it notes around the room
Can you find __ in the book?
Magnetic letters, making tricky words
Snap with tricky words
Flash cards
Quickwrite (how many times can you write x in 1 minute)
Writing in sand/ salt
Tricky word apps
Jumping on the correct tricky word
Tricky word hunt
Tricky words enable children to become more independent with their own reading, as they will be able to read lots of the words by sight!

21. Comprehension
It’s not just about reading the words, reading is a tool to expand vocabulary and understanding of the world around them.
Reading is a combination of lots of skills!
Use of the question cards in the reading packs
Questions related to the story, how did X feel, what would you do etc.

22. Reading at home key points:
Child to hold the book
Child to turn the pages by themselves
Look at the front cover & title before opening the book
Child to find the first page
Give them time to look through the pictures before reading the words (don’t cover them up!)
Child to point at each word as they are reading (or use our reading bears)
Discuss any new words/ concepts as you are reading the story
Use the questioning sheets
Reading at home key points:
Child to hold the book and turn the pages themselves as they are reading.
Look at the front cover & title before opening the book, what do they think it’s going to be about? Why do they think that?
Child to find the first page, if they want to, give them time to look through the pictures before reading the words, the pictures offer information that will help them with decoding the words on the page
Remind to point at each word as they are reading (or use our reading bears) when sounding out words they can place their finger under each sound and then run a line underneath to blend. If child isn’t pointing encourage them to and remind to move finger along the word as they read
Discuss any new words/ concepts as you are reading the story
Use the questioning sheets to ask questions throughout, children can guess what’s going to happen on the last page
Stay positive, encourage and try not to make them read when they don’t want to, we want it to be an enjoyable experience where they feel like they have achieved rather than a chore

23. A final thought…

24. Any questions?