1. Early Reading Training 9 th September 2014

2. Aims of the session To understand how pre-reading skills are developed before children start school and in the EYFS To develop an awareness of how phonics supports reading To learn the correct articulation of phonemes To understand what tricky words are and how they are taught

3. Babies imitate sounds they hear in language respond when spoken to look at pictures reach for books and turn the pages with help respond to stories and pictures by vocalizing and patting the pictures

4. Toddlers answer questions about and identify objects in books — such as "Where's the cow?" or "What does the cow say?" name familiar pictures use pointing to identify named objects pretend to read books finish sentences in books they know well know names of books and identify them by the picture on the cover turn pages of board books have a favourite book and request it to be read often

5. How is reading taught in the EYFS? -Communication and Language -A Language rich environment -Promoting a love of reading -Shared reading -Phonics -Reading at home

6. Communication and language -Speaking -Listening -Understanding

7. A language rich environment -Well labelled resources -Interactive displays with labels and questions -Meaningful print displayed in play areas -Print displayed at children’s eye level -Familiar stories displayed with props -Name cards

9. By promoting a love of reading -Whole school initiatives – Book Character -Reading aloud to children -Sharing stories in small groups -Books everywhere -Lending Library -5 a day books where children can behave like a reader

10. Shared reading -Model holding books correctly and the direction to turn the pages -Point to words to show that in English we read from left to right -Talk about the story, what happens in the pictures and the text, talk about the characters, predict what might happen next

11. Through daily phonics sessions The Rose Review The independent review of early reading, conducted by Jim Rose, confirmed that ‘high quality phonic work ‘ should be the prime means for teaching beginner readers to learn to read (and spell). The review also highlighted the importance of developing, from the earliest stages, children’s speaking and listening skills-ensuring that beginner readers are ready to get off to a really good start.

12. Useful terms A phoneme is the smallest unit of sound in a word. It is generally accepted that most varieties of spoken English use about 44 phonemes. A grapheme is a symbol of a phoneme, that is, a letter or group of letters that represent a sound. A digraph is a two letter grapheme where two letters represent one sound. For example, ‘ch’ in the word ‘chop’. A trigraph is a three letter grapheme where three letters represent one sound. For example, ‘air’ in the word ‘fair’.

13. Letters and sounds Letters and sounds is split into six phases: Phase One (Nursery and Pre-school) Phase Two - Four (Reception) Phase Five (Year One) Phase Six (Year Two)

14. Phase One Phase One is taught in nursery where the focus is mainly on speaking and listening skills. The activities are arranged under seven aspects.

15. Aspect One - Environmental sounds

16. Aspect Two - Instrumental sounds

17. Aspect Three - Body percussion

18. Aspect Four - Rhythm and rhyme

19. Aspect Five - Alliteration

20. Aspect Six - Voice sounds

21. Oral blending – Hearing a series of spoken sounds and blending them together to make a spoken word. (no text is used) Oral segmenting – This is when a word is split into the sounds it is made up of. (no text is used Aspect Seven - Oral blending and segmenting

22. Phase Two Phase Two is taught in reception. This is where systematic phonics teaching begins. Children are taught sounds in a set order, they read and spell simple vc and cvc words, they learn to read the first set of tricky words.

23. There are four main parts of a systematic phonics lesson: Revisit and review Teach Practise Apply Revisit and review Teach Practise Apply

24. Revisit and Review

25. Teach New sounds Tricky words

26. Practise Blending sounds for reading Segmenting sounds for spelling

27. Apply Reading or writing a sentence

28. Phase Three Phase Three is also taught in reception. The children continue learning the rest of the 42 phonemes, including digraphs and trigraphs. They also learn to read and spell more tricky words.

29. Can you put the sound buttons on these words? chip pain coat join song shark

30. Phase Four Phase Four is also taught in reception. Here the children learn to read and spell words containing adjacent consonants, eg tent.

31. Phase Five Phase Five is taught in Year One. Here the children are taught some new sounds. Five of these are split digraphs. They are also taught that some graphemes can be pronounced in different ways and that some phonemes have alternative spellings.

32. Phase Six Phase Six is taught in Year Two. Here the learning from Phase Five is reinforced and the children are taught spelling rules and patterns.

33. Pseudo words These are words that are phonically decodable but are not actual words with an associated meaning e.g. brip, snorb. Pseudo words are included in the Year One screening test to assess whether children can decode a word using phonics skills and not their memory.

34. Supporting Reading at home - Key word/sound bingo - Hidden post it notes around the house - Pairs with key words/sounds - Robot talking - Sound spotting - Finding key words/sounds within stories - Pointing out words that are all around us - Reading aloud to your child everyday - Sharing your child’s reading scheme book with them everyday

35. Any questions?