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Learning to read:
an introduction to phonics
Meeting for parents and carers
Reception & Y1 2019
Today we will look at:
• Reading, understanding
and enjoying books
• Phonics explained!
• A typical phonics session
• ‘tricky words’
• How to use your the things we send
home
What is reading?
The gallimaufry is multitudinously
gargantuan, puissantly capacious and
ineffably Junoesque and in consequence
of such protean tribulations and in such
psychotic contravention of stereotypical
consuetudinary hygiene, there exists the
infinitesimal exiguity of a satisfactory
resolution to this cataclysmic dilemma.
How to support comprehension• Sharing picture books,
talking about the pictures, what’s happening, why the characters are doing what they’re doing
• Ask open-ended questions – ‘I wonder why…?’ ‘What would you do if…?’ ‘How might this story end?’
• Make connections: ‘This reminds me of that other book… because…’, or ‘we do that sometimes don’t we?’
• Make sharing books a fun, relaxed time.
What is phonics?• Written language is a code…
Phonics unlocks the code
• ‘decoding’ means being
able to make sense of the
marks (the writing) on the
page
• In the English language there are 44
different sounds (‘phonemes’) represented
by 26 letters of the alphabet (‘graphemes’)
• Some sounds are represented by single
letters (s,a,t,p,i,n...)
• Some sounds are represented by 2 letters
(sh, ch, th, ng, ck, ay, ee...) or by 3 letters
(igh, ear, air, ure)
What happens in Reception?• We teach phonics every
day for 15-20 minutes,
following the ‘Letters and
Sounds’ programme
• We introduce a new sound
about 4 times a week
• We practise ‘blending’ the
sounds together to read
words…
• …and ‘segmenting’ the
words into their separate
sounds to write them
What happens in a
phonics session?
• We revisit what we already know
• We teach something new
• We practise reading or spelling words with the
new letter
• We learn ‘tricky words’
And then at other points in the day…
• We apply our new knowledge to read or write
more independently (as in guided reading)
‘decodable’ words
is
it
an
as
and
if
can
dad
mum
.....
‘tricky’ words
the
to
I
no
go
into
he she
we
me be
you my
....
What are we aiming for?In reading...
• use phonics to help
decode regular words
and read them out loud
• can read some ‘tricky’
common words
• can read and understand
simple sentences
• can share feelings and
ideas about what they’ve
read with others
In writing...
• can form lower case
letters correctly
• can write some
common irregular words
(e.g. the, to, go)
• can write words that are
‘phonetically correct’
(e.g. ‘nyoot’ for newt)
• can independently
write simple sentences
others can read
What do we send home?
• Reading record book with sounds we
are learning in the middle
• a reading book
• Rhyme book
• Plus: you are welcome to select a
book every day from our class library
for you to share at home to your child
Reading book❑Look at the covers and read the
title and blurb
❑Go through the pictures first
and discuss.
❑Ask child to find where to start
reading – which page on a
spread is read first? Where is
the first word?
❑Count the words
❑Say the sounds in each word and blend together
❑Praise effort!
❑Put a note in the reading record to tell us if they enjoyed
the book, struggled – what was hard? What sort of books are
they enjoying?
Reading record book
Not so helpful
• Good reading
• Liked the pictures
Really helpful
• Too hard
• Too easy
• Knows sounds but not
blending confidently
• Finding b and d difficult
• Prefers the fact books
• Remembers no and go,
but not to
• Found ..... difficult
Rhyme book
❑ being able to hear and enjoy rhymes is
closely linked to reading success later on in
school
❑ new nursery rhyme most weeks; big class
version kept too
❑Once children know rhymes off by heart,
they can ‘read’ them by pointing to the first
words and running their fingers along below
the text
❑encourage one-to-one pointing at words
When? Where?• We change reading books, check reading
records and add rhymes ONCE A WEEK
• Please bring these things in on your child’s
reading day
• Try to do something each day – need only be 5
– 10 minutes. Mornings work well.
• If your child is really reluctant, please come and
talk to your child’s teacher.
• Keep it fun and remember to praise effort and
new learning.