1. Phonics and Reading Parents’ Information Morning Wednesday 4 th November 2015

2. Aims of today’s workshop: Understand the new curriculum and what Phonics and Reading are Encourage partnership Support

3. The New National Curriculum Lots of similarities to the old curriculum but some different terminology and emphasis Broken into KS1, Lower KS2 and Upper KS2 Reading (word reading and comprehension) Word reading = phonics, word families, spelling patterns etc… Comprehension – understanding the text, answering questions about it etc…

4. Phase 1 - (usually done prior to starting school)This is an important stage, as the ears are beginning to tune into the important sounds they can hear, and discriminate. Phase 2 - Class R, basic sounds, blending and segmenting, CVC words, tricky words Phase 3 – Class R, digraphs, sentences Phase 4 – revision, more tricky words and sentence Phase 5 – alternative spellings PHONICS

5. How can I help? Sing an alphabet song together Play ‘I spy’ Continue to play with magnetic letters, using some two-grapheme (letter) combinations, eg: r- ai-n = rain blending for reading rain = r-ai-n segmenting for spelling Praise your child for trying out words Ask for a list of tricky words Create phonic games with a timer Play pairs

6. Don’t worry if they get some wrong! These sounds and words are hard to remember and need plenty of practice.

7. The New National Curriculum Spelling Appendices and word reading R, 1 and 2 – Letters and sounds document (linked to spelling appendices) Spelling appendices – expectations in reading also Year 1 - more than one syllable that contain taught GPCs, –s, –es, – ing, –ed, –er and –est endings, read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s). Year 2 - read accurately words of two or more syllables that contain their graphemes from phonics, read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered.

8. The New National Curriculum 3 & 4 – root words, suffixes (information, adoration, sensation, poisonous, dangerous,), prefixes (interact, international, supermarket, superman), exception words (measure, adventure), homophones (accept/except), Possessive apostrophe with plural words (babies’). 5 & 6 – word endings (–cial and –tial, official, partial, – ent and –ence/–ency –ant and –ance/–ancy ) innocent, innocence, observant, observance,) letter strings (ough - ought, bought, enough cough), Words with ‘silent’ letters (doubt, island, lamb, solemn, thistle, knight), Homophones (advice/advise).

9. Reading Comprehension Year R - 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. Year 1 – develop pleasure and motivation for reading, listen to and discuss a wide range (including ones above their level), make links to own experiences, being able to re-tell stories and recite poems, discussing word meanings, re-reading for sense, discussing title and significant events, making inferences, making predictions.

10. Reading Comprehension Year 2 - discussing the sequence of events, becoming increasingly familiar with and retelling a wider range of stories, being introduced to non-fiction books, discussing their favourite words and phrases, continuing to build up a repertoire of poems learnt by heart, checking that the text makes sense to them as they read and correcting inaccurate reading, making inferences, answering and asking questions, predicting what might happen.

11. Reading Comprehension Lower KS2 (3 & 4) -reading books that are structured in different ways and reading for a range of purposes, using dictionaries, increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally, identifying themes and conventions of a range of texts, preparing poems and play scripts to read aloud, discussing words and phrases that capture the reader’s interest and imagination, recognising some different forms of poetry, asking questions to improve their understanding of a text, drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence, predicting what might happen from details stated and implied, identifying main ideas drawn from more than one paragraph and summarising these, participate in discussions, retrieve and record information from non-fiction.

12. Reading Comprehension Upper KS2 (Years 5 and 6) - maintain positive attitudes, increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions, recommending books that they have read to their peers, giving reasons for their choices, identifying and discussing themes and conventions in and across a wide range of writing, making comparisons within and across books, learning a wider range of poetry by heart, perform showing understanding through intonation, tone and volume so that the meaning is clear to an audience, inferences, predicting, summarising, discuss and evaluate how authors use language, including figurative language, considering the impact on the reader, distinguish between statements of fact and opinion, retrieve, record and present information from non-fiction, participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously, explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary, provide reasoned justifications for their views.

13. Reading ‘Children are made readers on the laps of their parents’ Emilie Buchwald Teaching reading: phonics Shared reading (Big books/SMARTboard) Guided reading Reading Comprehension lessons Genres: Fiction, non-fiction, poetry, plays Individual reading books Library books

14. Reading Supporting your child at home … Focus on letter sounds and names in Early Years Choose books that are interesting to your child – anything at all! Provide a comfortable area for reading enjoyment Set a routine time for reading that’s not assigned, eg. at bed time or after dinner. Discuss the story Read to them and have them read to you Question list handout

15. What are you going to see today? Year R/1/2 – Phonics sessions Year 3/4/5/6 – Guided Reading sessions