BeginningBeginning

to read to read

Home school readingHome school reading

The most important The most important message of all is that message of all is that

you both enjoy you both enjoy reading together. reading together. Happy reading!Happy reading!

Here are some activitiesHere are some activities to support your child with to support your child with

their readingtheir reading talking with your child;talking with your child;

reading lots of stories to your child;reading lots of stories to your child;

visiting the library and choosing books visiting the library and choosing books together; together;

reading writing you see in shops and on signs reading writing you see in shops and on signs and packaging;and packaging;

letting your child see you reading, e.g. letting your child see you reading, e.g. shopping lists;shopping lists;

making simple books together for you or making simple books together for you or your child to write in;your child to write in;

making up your own stories;making up your own stories;

learning nursery rhymes together.learning nursery rhymes together.

As far as possible, your child should As far as possible, your child should have the chance to read with you or have the chance to read with you or another family member for five or ten another family member for five or ten

minutes every day. It is better to spend a minutes every day. It is better to spend a short time reading every day than to do it short time reading every day than to do it

in one long block. Reading a bed time in one long block. Reading a bed time story to your child is a lovely relaxing story to your child is a lovely relaxing

way to finishing off the day calmly.way to finishing off the day calmly.

These are the most important These are the most important things we, as parents and teachers, things we, as parents and teachers,

want beginner readers to learn want beginner readers to learn about reading:about reading:

that more experienced readers - parents, older that more experienced readers - parents, older brothers and sisters, teachers - make reading a brothers and sisters, teachers - make reading a shared and enjoyable experience that the shared and enjoyable experience that the beginner reader really wants to join in;beginner reader really wants to join in;

how to look at a book, e.g. to look at the cover how to look at a book, e.g. to look at the cover and title and flick through to get an idea of the and title and flick through to get an idea of the story or type of book;story or type of book;

how to hold a book the right way up and turn how to hold a book the right way up and turn the pages;the pages;

how to retell what happens in the story and how to retell what happens in the story and relate this to things that happen in their own relate this to things that happen in their own lives;lives;

understand the differences between print and understand the differences between print and pictures and that print carries meaning that pictures and that print carries meaning that never changes; never changes;

begin to recognise different types of stories, begin to recognise different types of stories, e.g. that stories starting ‘once upon a time' e.g. that stories starting ‘once upon a time' usually end 'happy ever after':usually end 'happy ever after':

the importance of the child following the more the importance of the child following the more experienced reader pointing to the text so that experienced reader pointing to the text so that the child hears the words and sees the text at the child hears the words and sees the text at the same time.the same time.

Beginner readers rely on having Beginner readers rely on having another person to read the text another person to read the text aloud. They may still not be clear aloud. They may still not be clear that print carries meaning - that is that print carries meaning - that is why it is so important for the more why it is so important for the more experienced reader to point to the experienced reader to point to the words while reading them. words while reading them.

Reading at schoolReading at school

In their time spent on literacy every day, the In their time spent on literacy every day, the children will experience all sorts of books - children will experience all sorts of books - alphabet and counting books, picture books, alphabet and counting books, picture books, nursery rhyme collections, poetry books, nursery rhyme collections, poetry books, traditional stories and fairy tales from all around traditional stories and fairy tales from all around the world, information books, pop-up and flap the world, information books, pop-up and flap books. Many of the books do not have a lot of books. Many of the books do not have a lot of words - some don't have any. Books that have a words - some don't have any. Books that have a repeated pattern in the story or rhythm and repeated pattern in the story or rhythm and rhyme help children to remember. They will soon rhyme help children to remember. They will soon join in with the repeated words and even join in with the repeated words and even sentences. sentences.

The children will experience The children will experience different kinds of reading at school:different kinds of reading at school: They will often start their literacy time They will often start their literacy time

with their teacher teaching them how to with their teacher teaching them how to read from a Big Book. This is called read from a Big Book. This is called Shared Reading; Shared Reading;

The children will have regular The children will have regular opportunities to practise the reading skills opportunities to practise the reading skills they have been taught in small groups. they have been taught in small groups. This is called Guided Reading; This is called Guided Reading;

They will practise their reading They will practise their reading individually on a regular basis. individually on a regular basis.

Beginning to readBeginning to read The first thing your child learns about books The first thing your child learns about books

and reading is your attitude. Enjoy sharing and reading is your attitude. Enjoy sharing books together as often as you can.books together as often as you can.

Find a quiet, comfortable place where you Find a quiet, comfortable place where you can sit together without interruption. can sit together without interruption.

Sit in a good light.Sit in a good light. Choose a book together.Choose a book together. Look at the cover and talk about the title.Look at the cover and talk about the title. Encourage your child to hold the book and Encourage your child to hold the book and

turn the pages. turn the pages.

Look at the pictures together. Talk about the Look at the pictures together. Talk about the characters and the things that are going on. characters and the things that are going on.

Illustrations in a book help your child understand Illustrations in a book help your child understand what the story is about. Never cover them up - what the story is about. Never cover them up - they are important clues for beginner readers.they are important clues for beginner readers.

Follow under the words with your finger as you Follow under the words with your finger as you read, so your child sees and hears the words at read, so your child sees and hears the words at the same time.the same time.

This also teaches beginner readers that print This also teaches beginner readers that print goes from left to right and from the top to bottom goes from left to right and from the top to bottom of a page.of a page.

Let your child read the book to you in his or her Let your child read the book to you in his or her own way, turning the pages and looking at the own way, turning the pages and looking at the pictures.pictures.

Read the same book over and over again Read the same book over and over again if you both enjoy it. This helps your child if you both enjoy it. This helps your child remember the story and recognise some remember the story and recognise some of the words that are repeated.of the words that are repeated.

Don't be afraid to stop and talk about the Don't be afraid to stop and talk about the story and pictures.story and pictures.

Take the session bit by bit. Give your Take the session bit by bit. Give your child the chance to read alone. Offer help child the chance to read alone. Offer help when it is needed and give lots of praise when it is needed and give lots of praise and reassurance.and reassurance.

Always stop if you or your child are not Always stop if you or your child are not enjoying your reading time together.enjoying your reading time together.

Four key reading strategies: Four key reading strategies:

Phonics - reading words by distinguishing Phonics - reading words by distinguishing between sounds in words (e.g. d-u-ck) and between sounds in words (e.g. d-u-ck) and recognising how that sound is represented recognising how that sound is represented by a letter or letters of the alphabet.by a letter or letters of the alphabet.

Contextual - working out how to read Contextual - working out how to read words by making connections with words by making connections with previous knowledge of words or situations previous knowledge of words or situations (e.g. reading ‘woof’ in a story about a dog) (e.g. reading ‘woof’ in a story about a dog) or looking at the illustrations.or looking at the illustrations.

Grammatical - working out how to read Grammatical - working out how to read words from a knowledge of how sentences words from a knowledge of how sentences work (e.g. ‘he likes jam’ not ‘he like jam’).work (e.g. ‘he likes jam’ not ‘he like jam’).

Word recognition - recognising individual Word recognition - recognising individual words or parts of words by sight.words or parts of words by sight.

Ideas for general reading activitiesIdeas for general reading activities

Clap out the beats or syllables in your child’s Clap out the beats or syllables in your child’s name. Which person’s name in your family has name. Which person’s name in your family has the most syllables?the most syllables?

Enjoy spotting rhyming words in stories and Enjoy spotting rhyming words in stories and poems. Play around with inventing new words poems. Play around with inventing new words that rhyme, even if they are nonsense words!that rhyme, even if they are nonsense words!

Encourage your child to talk about the story at Encourage your child to talk about the story at any time, even if this interrupts your reading. any time, even if this interrupts your reading. Talking is part of sharing the enjoyment of Talking is part of sharing the enjoyment of reading. reading.

Check that your child knows where to start Check that your child knows where to start reading and how to follow the print by reading and how to follow the print by asking, ‘Where do you begin?’ or ‘What do asking, ‘Where do you begin?’ or ‘What do you do next?’ at the start of a new page or you do next?’ at the start of a new page or line.line.

Use the book language your child will have Use the book language your child will have met in school. These are words such as met in school. These are words such as title, author, illustration, capital letter, full title, author, illustration, capital letter, full stop.stop.

Ask, ‘What’s going to happen?’ ‘Can you Ask, ‘What’s going to happen?’ ‘Can you guess?’ This will encourage your child to guess?’ This will encourage your child to be imaginative and to predict how the be imaginative and to predict how the story might turn out.story might turn out.

Phonics and readingPhonics and reading The phonic strategy is a very important strategy The phonic strategy is a very important strategy

at this early stage of a child’s reading at this early stage of a child’s reading development.development.

The words we speak are made up of sounds The words we speak are made up of sounds called phonemes. There are 44 phonemes in called phonemes. There are 44 phonemes in English: sounds such as ‘ee’, ’ow’, ’sh’ and ‘m’.English: sounds such as ‘ee’, ’ow’, ’sh’ and ‘m’.

When we use the phonic strategy we recognise When we use the phonic strategy we recognise the letters of the alphabet and give them a the letters of the alphabet and give them a sound or phoneme. We combine the phonemes sound or phoneme. We combine the phonemes to pronounce a word. This is called ‘blending’. to pronounce a word. This is called ‘blending’.

We teach the children the initial sounds by using We teach the children the initial sounds by using ‘Jolly Phonics’ which gives the children a story ‘Jolly Phonics’ which gives the children a story and action to go with each of the 44 phonemes. and action to go with each of the 44 phonemes.

The first words children read using the phonic The first words children read using the phonic strategy are simple consonant-vowel-consonant strategy are simple consonant-vowel-consonant words such as c-a-t, m-a-n and s-u-n. words such as c-a-t, m-a-n and s-u-n.

When we sound out phonemes for children it is When we sound out phonemes for children it is important to articulate the sounds as clearly as important to articulate the sounds as clearly as possible. possible.

Some commonly used words are very difficult for Some commonly used words are very difficult for young children to read if a phonic strategy is young children to read if a phonic strategy is used, e.g. ‘said’ and ‘come’. These words are used, e.g. ‘said’ and ‘come’. These words are easier to read if they are taught within the easier to read if they are taught within the context of a sentence, e.g. by asking ‘What word context of a sentence, e.g. by asking ‘What word would make sense there?’ or as target words would make sense there?’ or as target words learnt by sight. learnt by sight.

The NationalThe National

LiteracyLiteracy

Strategy givesStrategy gives

a set of 45 a set of 45

target words to target words to

be learnt by be learnt by

the end ofthe end of

Reception. Reception.

II thisthis goinggoing mummum upup

looklook theythey nono daddad wewe

awayaway allall likelike playplay getget

andand inin aa onon amam

wentwent atat catcat waswas forfor

toto ofof hehe comecome meme

isis dayday sheshe saidsaid thethe

seesee gogo dogdog itit youyou

bigbig yesyes areare mymy cancan

DevelopingDeveloping independence as a independence as a readerreader

If you find that your child stumbles over five or more words If you find that your child stumbles over five or more words on the first page of the book, it would be better for you to read on the first page of the book, it would be better for you to read the book or to save it for another time. the book or to save it for another time.

Remind your child of the different ways of working out Remind your child of the different ways of working out

unfamiliar words such as:unfamiliar words such as: asking ‘what would make sense there?’ asking ‘what would make sense there?’ ‘ ‘sounding out’ the phonemes in the word and blending them sounding out’ the phonemes in the word and blending them

together to make a good guess at the word; together to make a good guess at the word; recognising whole words and parts of words;recognising whole words and parts of words; working out words from reading the whole sentence, by working out words from reading the whole sentence, by

reading to the end of the sentence or going back to the reading to the end of the sentence or going back to the beginning and re-reading;beginning and re-reading;

working out words from the pictures or from their own working out words from the pictures or from their own knowledge.knowledge.

In understanding and responding to stories and In understanding and responding to stories and poems, children should be able to:poems, children should be able to:

say why they chose the book;say why they chose the book; talk about what they liked about the book - the talk about what they liked about the book - the

pictures, the characters, whether they have read pictures, the characters, whether they have read another book in the same series or by the same another book in the same series or by the same author;author;

talk about the characters and what happened talk about the characters and what happened in the book;in the book;

say what might happen next in the story, or say what might happen next in the story, or how it might end;how it might end;

retell the story in their own words;retell the story in their own words; learn a rhyme, poem or short passage by learn a rhyme, poem or short passage by

heart. heart.

From learning about simple information From learning about simple information books, children should know the books, children should know the importance of:importance of:

the content and index pages;the content and index pages; page numberspage numbers headings and captions;headings and captions; how to get information from pictures. how to get information from pictures. how to use alphabetically organisedhow to use alphabetically organised dictionaries to look up the meaning ofdictionaries to look up the meaning of words and check spellings.words and check spellings.

The most important The most important message of all is message of all is

that you both enjoy that you both enjoy reading together. reading together.

Happy reading!Happy reading!