1. Reception Reading Meeting 24th September 2015
“Parents are potentially in the very best position to make reading a personally rich and rewarding experience” (Graham and Kelly, Reading Under Control)
Please sign the Register

2. Objectives of this meeting
Parents/carers will:
have an awareness of skills your child may be showing as an early reader.
become more familiar with phonics and the Read Write Inc scheme.
know simple things they can do to support their child with their reading development.
Every lesson in school has clear Learning Objectives which the children are aware of. These are the areas which will be covered or the specific skills which the children will be working towards. I have put them in so that you know what you will have been ‘taught’ by the end of tonight. It may be entirely new to you, or revision of what you already know.

3. Early reading skills Recognising print in the environment.
Finding own name in different places around the classroom.
Recognising there is a difference between print/pictures.
Understanding print carries meaning, and that English is read from left to right and top to bottom.
Holding the book the correct way, turning one page at a time, looking at the left page first.
Responding in a group to stories and texts, answering simple questions, making predictions, having favourite characters, etc.
Having opportunities to listen to a range of texts.
Reading for enjoyment!
This flow diagram is replicated in the ‘Help Your Child learn to Read’ parents’ guide. A child’s reading development beyond this (KS2) focuses on comprehending: interpreting meaning, re-iterating, retelling, reforming ideas portrayed in texts, exploiting writing genres and using examples of texts read as models for their own writing.

4. Phonics We use the Read Write Inc scheme by Ruth Miskin.
The scheme works by matching a phoneme (sound) to a grapheme
(written letter) in order to read ‘green words’.
The individual letter sounds are not taught in alphabetical order. This is the order for Set 1 sounds:
m a s d t i n p g o c k u b f e l h sh r j v y w th z ch qu x ng nk
We teach the children 5 pure sounds at a time and then look at oral sound blending and the children blending these sounds themselves.
m a s t d
This flow diagram is replicated in the ‘Help Your Child learn to Read’ parents’ guide. A child’s reading development beyond this (KS2) focuses on comprehending: interpreting meaning, re-iterating, retelling, reforming ideas portrayed in texts, exploiting writing genres and using examples of texts read as models for their own writing.

5. Phonics
As we teach more sounds we are able to make more words. Your child would need to have learnt m a s d t i n g p o and be able to hear the sound blending of these words before they can blend and read the words independently.
This flow diagram is replicated in the ‘Help Your Child learn to Read’ parents’ guide. A child’s reading development beyond this (KS2) focuses on comprehending: interpreting meaning, re-iterating, retelling, reforming ideas portrayed in texts, exploiting writing genres and using examples of texts read as models for their own writing.

6. Red Words
Alongside phonics and sounding out we need to teach ‘red words.’ these are often high frequency words or words that cannot be sounded out.
This flow diagram is replicated in the ‘Help Your Child learn to Read’ parents’ guide. A child’s reading development beyond this (KS2) focuses on comprehending: interpreting meaning, re-iterating, retelling, reforming ideas portrayed in texts, exploiting writing genres and using examples of texts read as models for their own writing.

7. Green and Red word cards
We will send home copies of these words on cards as your child is ready.
These can be cut up and copied as you wish in order to help your child learn them.
You could play snap or bingo, stick them to the wall etc – anything that helps!

8. Ditties/storybooks
Once your child is able to blend some simple CVC words and recognises some Red words we will send home a reading book matched to his/her level.

9. ay, ee, igh, ow, oo, oo, ar, or, air, ir, ou, oy.
Beyond set 1 and ditties
Once your child is confident with set 1 sounds, hearing oral blending and blending themselves they will move to set 2 sounds. These are:
ay, ee, igh, ow, oo, oo, ar, or, air, ir, ou, oy.
A rhyme is linked to the grapheme e.g. blow the snow for ‘ow’.
A similar process follows in that the children then learn words containing these sounds and are then exposed to books containing these words.
This flow diagram is replicated in the ‘Help Your Child learn to Read’ parents’ guide. A child’s reading development beyond this (KS2) focuses on comprehending: interpreting meaning, re-iterating, retelling, reforming ideas portrayed in texts, exploiting writing genres and using examples of texts read as models for their own writing.

10. Reading Diaries
In order for your child to receive two stampers you must record at least four entries in their diary each week.
This can be a bedtime story you read to your child (their library book or any other book), your child reading their levelled book to you or any other reading you share (websites, magazines, cereal packets etc!)

11. In addition to this reading we ask you…
To support, encourage and praise your child’s attempts at reading - an unconfident child is a reluctant reader.
To demonstrate a love of reading and reading for a purpose yourself – show them why it’s important!
To trust us to do the teaching - it’s our job and we’re good at it!

12. We hope this has answered many of your questions – but if not, now is your chance to ask!

13. AOB Bug Club Forest School and PE kits Labelling of clothes
Home/school communication
Absence notes
Items we need in book bags
Snack contributions
Wow leaves
Chatter bags
School website
Packed lunches
School dinners

14. A copy of this presentation will be published on the website.
Please complete the evaluation sheet before you leave. Thank you!