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Locking Stumps Reading Meeting Building Positive Partnerships.

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Presentation on theme: "Locking Stumps Reading Meeting Building Positive Partnerships."— Presentation transcript:

1 Locking Stumps Reading Meeting Building Positive Partnerships.

2 Literacy Reading Writing Early Years New National Curriculum Foundation Stage for English

3 Development Statements for Reading- 30-50 months Enjoys rhyming and rhythmic activities. Shows awareness of rhyme and alliteration. Recognises rhythm in spoken words. Listens to and joins in with stories and poems, one to one and also in small groups. Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. Beginning to be aware of the way stories are structured. Suggests how the story might end. Listens to stories with increasing attention and recall. Describes main story settings, events and principal characters. Shows interest in illustrations and print in books and in the environment. Recognises familiar words and signs such as own name and advertising logos. Looks at books independently. Handles books carefully. Knows information can be relayed in the form of print. Holds the book the correct way up and turns pages. Knows that print carries meaning and, in English, is read from left to right and top to bottom.

4 Development Statements for Reading- 40-60+ months Continues a rhyming string. Hears and says the initial sound in words. Can segment the sounds in simple words and blend them together and knows which letters represent some of them. Links sounds to letters, naming and sounding the letters of the alphabet. Begins to read words and simple sentences. Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books. Knows that information can be retrieved from books and computers. Early Learning Goal 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. They demonstrate understanding when talking with others about what they have read.

5 How children learn to read. Sight vocabulary Repetition Visual clues Context clues Phonological awareness: linking letters & sounds. Experience Enjoyment

6 What happens in school? Formal e.g. Structured phonics teaching Modelling ‘Group reads’ Independent reading Shared reading Structured word and sentence level work High frequency word work ICT Informal e.g. Games Songs Outdoor activities Environmental print/ labels Writing table/ book corner Headphones/ listening centre Write & wipe boards Messages ICT..and much more!!

7 A structured 6 phase programme for the teaching of phonics. Uses a wealth of listening activities, songs, stories and rhymes to engage the learner. It teaches graphemes and phonemes and how to blend and segment words. The ultimate goal is the automatic reading of all words, both decodable and tricky. Letters and Sounds

8 What will come home? Reading books: usually 2 in a week. (Please remember that in addition to these your child will use another book during their group read and Big Books in school) Key words: Each phase in Letters and Sounds teaches high frequency words. In Foundation Stage we aim to learn both Phase 2 and Phase 3 words. That’s 32 and 24 words respectively. These will be sent home, usually in sets of 5, to learn. Letters and Sounds: A sound book and some action strips. Later in the year, a spelling journal that reinforces key word knowledge. Please keep everything together in your child’s reading folder along with the reading record book and send it each day. We have a time table for the different activities on the front of your keyword folder.

9 How can you help & support? By staying relaxed and calm! Be a role model: let your child see that you enjoy reading. Enjoy stories and poems together. Re-read favourites and encourage prediction. Read signs, packets, coins, tickets, sweet wrappers, stickers………. Use the library. Try an activity each day. Short, positive input as your child’s concentration dictates. A little and often! Feel free to put comments in the reading record book. If there is no message simply date and initial so that we get an idea of whether it’s appropriate to change the materials. We all get busy and have nights when nothing gets done! Be positive, encouraging and offer praise. Avoid comparisons with other children or siblings. Remember that every child is a learner, taking steps of different sizes.

10 School Handwriting Scheme Cursive font a b c d e f g h i j k l m n o p q r s t u v w x y z

11 Busy Things Computer program which covers all the areas of Early Years Foundation Stage Enhances learning Will include different levels to teach all children With the password, can be accessed from home.


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