Lindley Phonics

Parents’ Information Evening

Wednesday 21st October 2015

Lindley Phonics

Learning to read is one of the most exciting and important skills that we will ever achieve. It is the

key to everything that will follow.

Sharing this process with your child is a very

special time.

Aims

To help parents begin to understand how we teach phonics and reading

skills

A resource used in school:

Why? • Research shows that Synthetic Phonics is the

most successful method to use with beginner readers. Children learn 48 sounds and how to use them to read and write.

• Children who can ‘lift words off the page’ (i.e. decode them phonically) can begin to access any text within their present language comprehension.

• To develop their reading further it is essential to develop further that language comprehension, both spoken and written.

The New National Curriculum

“…Pupils need to develop the skill of blending the sounds into words for

reading and establish the habit of applying this skill whenever they

encounter new words. This will be supported by practice in reading

books consistent with their developing phonic knowledge and skill and

their knowledge of common exception words. At the same time they will

need to hear, share and discuss a wide range of high-quality books to

develop a love of reading and broaden their vocabulary.” (National

Curriculum 2014)

Learning to Read Development Matters

30-50 months (2.5 years – 4.2 years old) • Enjoys rhyming and rhythmic activities.

•Shows awareness of rhyme and alliteration.

•Recognises rhythm in spoken words.

• Listens to and joins in with stories and poems, one-to-one and also in small groups.

• Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.

•Beginning to be aware of the way stories are structured.

•Suggests how the story might end.

• Listens to stories with increasing attention and recall.

•Describes main story settings, events and principal characters.

•Shows interest in illustrations and print in books and print in the environment.

•Recognises familiar words and signs such as own name and advertising logos.

• Looks at books independently.

• Handles books carefully.

•Knows information can be relayed in the form of print.

• Holds books the correct way up and turns pages.

•Knows that print carries meaning and, in English, is read from left to right and top to bottom.

Learning to Read Development Matters

40-60 months (3.3 years – 5 years old) • Continues a rhyming string.

• Hears and says the initial sound in words.

• Can segment the sounds in simple words and blend them together and knows which letters represent some of them.

• Links sounds to letters, naming and sounding the letters of the alphabet.

•Begins to read words and simple sentences.

•Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.

• Enjoys an increasing range of books.

•Knows that information can be retrieved from books and computers.

Early Learning Goal

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.

Reception Phonics

• Our system teaches and reinforces these skills every day.

• One new sound is taught daily.

• Most sounds are introduced in one term.

Monday: Revisit

Introduce new sound

Practise & apply

Tuesday: Revisit & Review

Introduce new sound

Practise & apply

Wednesday: Revisit & Review

Introduce new sound

Practise & apply

Thursday: Revisit

Introduce new sound

Practise & apply

Friday: Review sounds

High Frequency Words

Reception Phonics:

Weekly Overview

Reception Phonics:

How?

• A multi-sensory approach (visual, auditory & kinesthetic)

• The order allows children to immediately start reading and making words.

s a t p i n m d g o c k ck e u r h b f ff l ll ss j v w x y z zz qu ch sh th ng ai ee igh oa oo ur ow oi ear air er

• Short Story: hear it

• Flash card: see and hear

• Action: see, hear and make an action

Reception Phonics:

Start with a Story

• The sound books are updated with each new sound.

• Children take the work sheets home to colour and to practise correct letter formation on the back.

Reception Phonics:

Sharing at Home

s a t p i n

Audience participation!

• Children are encouraged to

start blending as soon as they

know the first six sounds.

• They are then given a green

word box folder to practise

blending at home. These are

graded lists of words which

use the sounds that the

children have learnt.

Word box 1 it in an tap tip sit pan tin

Reception Phonics:

Starting to Blend

• Whisper the letters, putting more emphasis on the first sound.

• Emphasise the direction of the reading.

• Remember that your child needs to keep hold of that first sound as they blend through the word.

• Gentle coaxing with lots of positive encouragement.

• Remember fun not stress!

Reception Phonics:

Helping at home

• Some words are decodable i.e. can be “sounded out”.

• Some words are “tricky” and have to be learnt by sight and memorised. They cannot be sounded out.

Common Irregular Words

Can you spot the tricky words?

dog was go tree

man said one

went big me mum

Can you spot the tricky words?

dog was go tree

man said one

went big me mum

Questions

Audience participation!

How many phonemes are in each of these words?

Add up the total – prepare to share!

flag + cat + ship + brown + long

How did you do?

flag + cat + ship + brown + long

4 3 3 3 4

17

Key Stage One Phonics:

The New National Curriculum The pace of learning is fast and speedy decoding of words is expected.

The requirement to use phonics as ‘the prime strategy’ for reading

unknown words is stronger and clearer than it has ever been before.

Children should be taught to:

• apply phonic knowledge and skills as the route to decode words

• read aloud accurately books that are consistent with their developing

phonic knowledge and that do not require them to use other strategies

to work out words

light shy kite pie

•Children progress through Key Stage One at different rates.

•Teachers in Year 1 and Year 2 always start from where each child is and

move on from there, building on what they already know and can do.

•At the beginning of each new school year, time is spent revising,

revisiting and practising the sounds and skills the children learnt in the

previous year. Phonics continues to be taught every day in Year 1 and in

Year 2.

•The next stage of the phonics journey is to learn the many alternative

ways that each sound can be represented in writing (graphemes).

Key Stage One Phonics:

The next steps

For example...

In Reception the children learn the phoneme ai. They are taught to write the sound using the letters ai (this is called the grapheme). In Year One the children are introduced to the alternative graphemes for this phoneme: ay (as in day) and a_e (as in cake)

At the end of Year One there is a compulsory phonics screening check for all children.

The check involves each child spending approximately

10 minutes with the teacher on a one-to-one basis.

The check consists of 40 words, 20 real and 20

nonsense (pseudo) words which the child is asked to read.

Year One Phonics:

Phonics Screening

Home Reading & Guided Reading

Oxford Reading Tree (ORT) is our core reading scheme supported by Project X and Rigby Star schemes.

Guided Reading: Read at school in groups with an adult.

Home Reading: A book of a similar level to the Guided Reading book sent home unseen.

What is Guided Reading?

• Timetabled session during the week

• Group of between 3 – 6 children of a similar reading ability

• Led by an adult

• Some reading of the text focusing on key skills of reading e.g. reading left to right, pointing at words, blending to decode words, recognising tricky words

• Discussion of the story, questioning

and checking understanding

Sharing Guided Reading books at home

• Your child may or may not have read the whole book with an adult at school.

• You might start your reading time together by asking your child what the story is about or what has happened in the story so far.

• You might find that your child seems very familiar with the story. This shows they are becoming confident in their reading and have already developed a good knowledge of the story and the characters.

Supporting Reading at Home

• Try to make reading time fun. Aim to do little and often, but not when your child is too tired.

• Remember that reading is a new and difficult skill to master for young children.

• Encourage your child to look at the pictures to get an idea of what is happening in the story and discuss the pictures. Look for clues!

• Encourage children to read unfamiliar words by saying the sounds and blending them together.

Supporting Reading at Home

• Help your child to ‘work out’ any words that can’t be sounded out by looking at other words in the sentence or by looking at the pictures.

• Talk about the book as much as possible: • What happened?

• What might happen next?

• How do the characters feel?

• Model fluent reading to your child by reading aloud. They will love listening to you read their stories to them!

Comprehension Skills

‘Good comprehension draws from knowledge of vocabulary and grammar and on knowledge of the world. Comprehension skills develop through high-quality discussion with teacher as well as from reading and discussing a range of stories, poems and non fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading.’

‘Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds.’

The Developing Reader

• You may find that your child is able to read the text in their book with

ease

• Guided Reading sessions become more focused on developing

comprehension skills through targeted questioning

• Checking on understanding through self correcting, use of intonation,

understanding of vocabulary

• Children answer questions about the plot and characters

• Children may relate the plot back to their own experiences

• Children are supported in making inferences(reading between the

lines)on the basis of what is being said and done and also on what

they can see in the illustrations

What questions could you ask to check your child’s understanding of a book

that you are reading together?

The Importance of Pictures

Developing the skills of more able readers

• Draw attention to punctuation marks and how they help the reader to use expression.

• Make a note of any tricky or new words that your child has discovered. If possible, check the meaning of them using a dictionary.

• Discuss the author’s use of language and the effect that they are aiming to achieve.

• Focus your questioning on inference, prediction and opinion.

• Encourage your child to be creative and use their imagination

Remember… • Reading should be fun!

• Share books, poems and stories by a variety of different authors and poets.

• Share a range of non-fiction texts.

• Visit the library and encourage your child to make decisions about which books they enjoy.

• There is no app to replace your lap!!!

Questions