1. Foundation Stage Reading Meeting Tuesday 30 th October 2012

2. Reading Print in the environment Wordless Books Story Books Information Books Adults as model readers

3. Reading in Class Classroom environment Shared Reading of a Big Books Individual Reading Storytime daily Eventually move onto Guided Reading in Groups Right to Read volunteers (for some) During daily phonics sessions- a mix of reading and writing

4. What do we do in phonics? Phonics taught 5 x 20 mins sessions Ability grouped (flexible) Continually assessed/monitored Termly Trackers handed into SMT Phonic Readers Reinforced throughout the curriculum

5. Not all children will learn at the same rate! Your child will be supported whatever their rate of learning Hearing checks Speech and Language Checks

6. Phonics Phases Phase 1- Begins at preschool and continues throughout Key stage 1 Phase 2- Initial phonemes and tricky words Phase 3- Learn digraphs/trigraphs Phase 4-Adjacent consonants Phase 5- Alternative spelling/ pronunciations Phase 6- Endings e.g. rules for ‘ed’

7. Phase 1 (The most important phase) Your child will be 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 (This work continues throughout the Infants)

8. Phase 1 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

9. Phase 2 This is begun in the Foundation year. Children begin to formally learn the sounds in the English language (there are 44 sounds) Children start with s,a,t,p,i,n and we use Jolly Phonics actions, stories and picture cards to support the introduction of these sounds. Phonics sessions are fun sessions involving lots of speaking, listening and games. (Flashcard activity – pure sounds)

10. 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. Eg: c-a-t = cat

11. 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.

12. Making words They will be shown how to make whole words by: – pushing magnetic letters together to form little words – we also have a focus on using our sounds to read made up words. – Reading little words on the board – Breaking up words into individual sounds (Activity –Buried Treasure)

13. Using Phonics to Write Emergent Writing Writing letters Initial Sounds Phoneme frame (activity) Captions

14. Tricky words Your child will also learn several tricky words; those that cannot be sounded out E.g: the, to, I, go, no In addition we look at High Frequency Words to help children develop sight vocabulary. (Flashcards)

15. Phase 3 Main individual letter phonemes now recognised. Children are reading CVC words independently Digraphs and trigraphs eg: ‘oa’ as in boat, ‘igh’ as in night. Your child will also learn all the letter names in the alphabet and how to form them correctly

16. How to support at home? Share books together- encourage use of phonics. Sound charts/flashcards/word walls will be given out. Oral blending. Continue to share others books and share rhymes. Don’t worry if they get some wrong! These sounds and words are hard to remember and need plenty of practise.

17. Any questions? ?