Becoming a Successful Reader

Oldfield Primary SchoolFebruary 2014

Outline of the session

• The reading curriculum• Finding out about phonics• The developing reader• Supporting higher order reading skills• Helping at home• Reading at Oldfield: opportunities to review current practice and

resources.

Readers who …• Are motivated• Confident• Independent• Enthusiastic• Curious and inquisitive• Able to express preferences and opinions • Empathise with others• Enjoy a range of material

• Phonics and the development of decoding skills

• Shared reading

• Guided reading- sharp focus on needs of a particular group

• Independent reading ( individual, paired) –developing range of choice and experience opportunities to select own choice of texts- independence/motivation

• Stories- hearing books read aloud

• Home school partnership- family involvement in reading

• Intervention programmes: SEN support, ‘catch-up’ wave 2 programmes

The reading curriculum

Two main skills:Phonics – decoding by blending the sounds in words to

read themLanguage comprehension – understand what the

word means within the context it appears

Language development and phonics working together supports reading development.

Being a successful reader

+

+

-

-

Word

recog

nit

ion

Good language

comprehension, poor word recognition

Good word recognition,

good language

comprehension

Poor word recognition,

poor language comprehensio

n

Good word recognition,

poor language

comprehension

Language comprehension

The Simple View of Reading

• Phonics - main strategy supporting word recognition• Teaches children to connect letters of the alphabet to the

sounds they make- blending them together from left to right to make a word

• Supports children in identifying those individual sounds ( phonemes) within words and segment them for spelling

Beginner readers

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

• 26 letters of alphabet• These letters and combinations of these letters make 44 sounds• Speech sounds- phonemes- the smallest units of sound in words• Letters or groups of letters- graphemes

• Phonemes can be represented by graphemes of one, two or three letters:

t sh igh

Phonemes and graphemes

Phase 1(7 Aspects)

• show growing awareness and appreciation of rhyme, rhythm and alliteration• distinguish between different sounds in the environment and phonemes• explore and experiment with sounds and words, discriminating speech sounds in words• beginning to orally blend and segment phonemes

Phas

e 1

conti

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Aw

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and

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istin

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n di

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ound

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onem

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ex

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perim

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and

wor

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• know that words are constructed from phonemes and phonemes are represented by graphemes• know small selection of common consonants and vowels, can blend for reading and segment for

spelling vc and cvc words e.g. pot, top, sat tap

Phase 2

• know one grapheme for each of 44 phonemes• know the letter names• hear and say sounds in order in which they occur in a word• read and spell a wide range of CVC words using all letters and less frequent consonant

digraphs, double letters and some long vowel phonemes e.g. sheep, goat.• read two-syllable words and captions

Phase 3

Phase 4

• can use various ways of pronouncing and spelling the graphemes corresponding to long vowel phonemes e.g. ay, ai, a-e play, pain

• can read phonically decodable two and three syllable words• can spell complex words using phonically plausible attempts

Phase 6

• apply phonics skills and knowledge to recognise and spell an increasing number of complex words

• are secure with less common grapheme/phoneme correspondence and recognise phonic irregularities

Preliminary work on general sounds and fun phonics

Children firmly in Phase 3 by end YR

Children firmly in Phase 5

by end of Y1

Colour codes

Beginning Y2 continuing into Y3

Phase 5

• can blend adjacent consonants in words and apply this when reading unfamiliar texts

• can segment adjacent consonants e.g. spoon, cried, nest • can read some polysyllabic words

Blending

• Recognising the letter sounds in a written word, for example

c-a-t and synthesising or blending them in the order in

which they are written to pronounce the word ‘cat’

Not cuh-a-tuh

Segmenting• ‘Chopping Up’ the word to s p e ll it out

• The opposite of blending

• Use your ‘ROBOT ARMS’• www.mrthornedoesphonicswww.youtube.com/watch?v=5wGfNiweEkI

Meaning• At the acquisition stage of learning to read, children use what they

know about the world they have grown up in to try to make what they read make sense.

• They ask themselves: “Does that make sense?”

Structure• Children use what they have learned about talking to

try to make what they read sound like an English sentence.

• They ask themselves, “Does that sound right?”

Print or Visual Information•Children do not always know a lot about how print works when they come to school.

•They may be able to use a few letters or a word to ask themselves: “Does that look right?

Some very simple prompts to help the child to check if he is using these sources of information :

Does that make sense?

Does that sound right?

Does that look right?

Words that do not decode phoneticallye.g. was, the, here

Some are ‘tricky’ to start with but will become easier to decode once a broader range of phonemes have been learned

e.g. out

Some words need to be learned by sight e.g. one

Tricky words

• designed to give teachers and parents information on how the child is progressing in phonics

• two sections in this 40-word check and it will assess phonics skills and knowledge learned through Reception and Year 1. Takes 5-10 minutes per child

• It is a school-based check to make sure that the child receives any additional support promptly- practice time is given, it is not stressful for children.

Year 1 Phonics Screening Check

Supporting developing readers- once children are secure with early reading skills:• Check for fluency and use of punctuation;• Ask children to predict what unfamiliar words might mean- read the

whole sentence to put word in context;• Talk about text layout especially in non- fiction texts;• Record difficult words to practice again;• Support children with inference and

deduction e.g. Why do you think that? How do you know?

• Ask children to summarise main points ;• Begin to ask more questions on text linked to

character, setting etc• Moving on from ...Learning to read to reading to learn.

KS1 Assessment Level 2 - Reading

Comprehension

Fiction (story)

Non- Fiction (facts)

KS1 Assessment Level 3 - Reading

Comprehension

Fiction (story)

Non- Fiction (facts)

KS1 Assessment Level 3 - Reading

Comprehension

Higher Order Reading Skills• read aloud for others and themselves• read closely when absorbing information• read thoughtfully when pondering over a challenging text• skim a text quickly to gain an overall impression• scan a section of a text to find a particular item of information• read imaginatively when visualising or recreating things or situations described• read responsively and actively when predicting the course of a narrative or an

argument, or following a set of instructions• read critically when assessing the force of an opinion or argument• read analytically when analysing the writer’s use of language• read appreciatively, recognising the writer’s skill in using ideas, techniques and

effects• read with an awareness of the writer’s viewpoint, distinguishing it from the

behaviour and attitudes of a character in a literary text

Helping at HomeMost important thing – From a very early age…

•Talking and Listening.•Reading with and to your child

•Playing listening games•Singing songs and rhymes•Simple movement games

All these things will help to build up connections in the brain, an enjoyment of language and the confidence to try things out.

Speaking and Listening: How you can help• Provide your child with lots of different opportunities to speak and

listen with others:• Preparing meals• Tidying up• Putting shopping away• Getting ready to go out

• Switch off the TV, radio and mobile phones• Show you are interested in their conversation• Read stories• Use puppets and toys

Reading for Pleasure

• Remember variety of reading: comics, picture books, magazines linked to interests, computer research/activities, audio CDs as talking books;

• Library resources and story sessions;• Books as presents;• Oral story-telling;• Old favourites- are familiar, can be acted out, re-told, illustrated etc.

Any questions?