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Foundation Stage Teaching Reading, writing &

Foundation Stage Teaching Reading, writing & phonics

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Foundation Stage

Teaching Reading, writing & phonics1IntroductionHow we teach reading at schoolHow you can help your child to read at homeHomeworkPhonicsWritingTeaching children to readOur aimsTeaching reading at schoolSupporting with reading outside of schoolOur AimTo give children the best start possible to become accomplished readers by developing a skill for life with confidence and enjoyment.Children need to master the basics of reading as early as possible so they can then go on to explore the magical and powerful books.Children are reading less as their lives become more crowded with other activities.17% would be embarrassed if a friend saw them with a book.Develop a love for reading.3 in 10 youngsters read daily in their own time.Reading outside lessons was linked to strong academic achievement. Young people who read outside class on a daily basis were 13 times more likely to read above the expected level for their age.4ResearchReading outside lessons was linked to strong academic achievement. Young people who read outside class on a daily basis were 13 times more likely to read above the expected level for their age.

BBC National Literacy Trust Sept 2012

Shared ReadingGuided ReadingPersonal ReadingDaily PhonicsIndividual readingUse of Technology

Cross CurricularListening/reading CornerWord gamesPuzzlesLearning environment

Activities in school6

Enjoy It!Make reading an enjoyable experience. Give your child lots of praise and reward for their reading. Have fun looking at the pictures and relating the story to the childrens own life and experiences.

Make Time!Choose a good time when you and your child can be together. Try to make sure you are not disturbed and avoid distractions such as the T.V. Let your child hold their book themselves. This helps them to learn which way up the book should go and where the beginning is. They will also learn to hold their book and turn the pages carefully. Reading at home7There is more to being a good reader than just being able to read the words accurately.

What happened?Talk to your child about the book; about the pictures, the characters, how they think the story will end, their favourite part. This will show you that they have understood the story.Express yourself!If your child is reading the words accurately encourage them to add expression to their reading. You do it first, then ask your child to have a go. You could also search for punctuation in the text e.g. ?, !, and discuss what these mean.Practice, Practice, Practice!Regular practice will make all the difference to your childs reading. Spending a little time reading each day and filling in your childs reading diary will help to build their confidence and pride in what they are achieving.

Reading at home8Supporting reading at homeReading booksReading diaryPhonic PackWebsitesYou can support your child at home by:1. Getting them to open the book by themselves 2. Locating the author, title and start of the story 3. Discussing the front cover, predict story 4. Finding words on a page that they know and can read 5. Reading the story with them or to them 6. Asking questions about what they have read or heard 7. Encouraging them to join in with parts they know8. Asking them to tell the story from the pictures 9. Trying to sound out unfamiliar words 10. Leaving a word out that they dont know and read the sentence again, guessing what it could be 11. Retelling the story in their own words 12. Talk about the characters or the setting

Reading activities at home10You can support your child at home by:13. Re-reading for accuracy and identify own mistakes 14. Using language features speech marks, exclamation marks etc 15. Sharing their own reading material comics, information books, packets, newspapers, cookery books etc16. Discussing new vocabulary and what it means 17. Comparing stories, discussing which was their favourite18. Visiting the school or local library19. Tricky words20. Find sounds they know in the text

Reading activities at home

11HomeworkWhy?An essential part of good educationDevelop the skill of independent learningEnable pupils to make maximum progress Promote cooperation between home & schoolProvide educational experiences not possible in schoolConsolidate and reinforce learning in schoolPractice skills taught in schoolDevelop good work habits for the futureKeep parents informed about their childs learning

Synthetic phonicsAn approach to the teaching of reading in which the sounds (phonemes) associated with particular letters (graphemes).News phonic check13Developed by Ruth MiskinAll children will learn to read and write quickly and easilyWidely used and tested and has been hugely successful in many schoolsAll of our staff have been trained in this system

InstrumentsMatching soundsAnimalsBody percussionNursery rhymesMaking sounds with their voice14Terms you may hearPhoneme the sound you makeGrapheme- one letter or one group of letters used to write one soundf can be written with the grapheme f(fun) or ff (huff)igh can be written with the grapheme igh(night) or i(knife) or ie(tie)Blending- how sounds are blended to create the word

PrinciplesPacePraise PurposeParticipationPassion

Speed soundsSet 1m 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 q x ng nkSet 2Ay ee igh ow oo oo ar or air ir ou oy

Oxford Owl website

Complex speed sounds-one sound-many graphemesa-e ea i-e o-e u-e aw are ur er ow ai oa ew ire ear ure tious tionHow do we teach the children?Sound-letter pictures lively mnemonicsBlending and segmentingApplying phonic knowledge to reading books at childs own level

Fred TalkFred is a puppet who says, reads and spells words in pure sounds; he never says the whole word so the children do this for him. He never adds uh after a consonant sound e.g. fuh luh muh

c-a-t p-i-g w-i-shf-u-ll r-ai-n m-oo-n c-r-u-n-ch

Red Words word recognitionLearn when introduced in ditty or storybook. These words contain graphemes thata re not on the chart. The grey letters are the grotty graphemes.I the you your said BlendingAssisted blending-Fred puppetBlending with cards-chartBlending with magnetic letters-individual boards with magnetic letters Independent blending-Fred fingers Independent spelling-Fred fingers26Reading (blending)

Blending is the third of the 5 basic skills:

Words cant be blended if only one letter sound has been taught. However, the first stage in learning to blend can be taught. This is to listen for the word when the teacher or parent says the sounds. For example, f-u-n makes fun.

ActivityChoose simple words from the picture on screen and call out the sounds. Ask everyone to listen for the word and call it out. (Sample set of words: s-u-n, d-o-g, b-oy, m-ou-s-e, f-i-sh, n-e-s-t.)

In the beginning a little practice is needed most days. Children who can hear immediately that s-u-n is sun tend to have a naturally good ear for sounds. They rarely have problems with learning to blend sounds by themselves. With practice, all children become successful. However, it does take longer for some, and these children find learning to read more difficult. Doing this type of activity at home is hugely beneficial. Reading booksDitty booksStorybooksHolding a pencil

Practise dailyChalksFelt tipsWhiteboards and pensClipboardsActivities to develop fine motor skillsUsing pincersUsing pegsManipulating play doughPicking up small objects & putting in a bottleLegoHandwriting script

Cursive Handwriting ScriptAIM: That all children develop a legible, fluent and fast handwriting style.Letters are produced in a flowing movement, which helps the development of a physical memory of how each letter is written.Promotes hand eye coordination, motor skills & brain function.Letters all start in the same place and flow from left to right, which reduces the likelihood of reversal mix-ups such as b/d and p/q.Because of the smooth flow, writing soon becomes quicker and easier.A cursive style of handwriting is recommended by theBritish Dyslexia Association.Eventually it becomes neater than script

OrganisationRWI leaderFS children will be taught as a whole class for around 6 weeksRWI leader will regularly assess all children to ensure they are in the correct groupsChildren placed in small groups depending on progressIndividual work will be done with children if needed