Buckingham Park Church of England Primary School

Don’t Forget the Gruffalo!

All About Reading

Successful Readers who Enjoy Reading

What’s on the agenda? • Reading with children – sharing books

• Phonics – the key strategy

• Home reading books

• Guided reading

• Reading for fun!

• Having a go

• Questions and answers

The Simple View of Reading

•Word recognition

•Language Comprehension

A Reading Challenge Last night after closty, my flimers and I went downtown to the shillybog. It was late and my other flimers were already there. Some of them were trogging and others were lutzing to the blane. I’m not a very good lutzer, but I love to listen to the blane. My friends nelled me a few trogs and pretty soon I was lutzing, too! I don’t really sartle it clearly. I woke up this morning in my warban with a terrible kerfufle. My room mate gave me two sloves to vipax, so I should feel twiggle soon. I hope so because I don’t want to be late for Lynn’s molentale!

Sharing Books with Children

Reading - 5 Basic Skills (Teaching through Phonics – Letters and Sounds)

1. Learning the letter sounds

2. Letter formation

3. Blending

4. Identifying sounds in words

5. Tricky words

Learning Sounds (Phonemes)

Digraphs (two letters making one

sound or phoneme)

Trigraphs (three letters making one

sound or phoneme)

igh ear ure air

Storylines, Actions and Songs

Learning the s sound

Action:

Weave your hand like a

snake, making an ‘s’

shape, saying ssssss

Those Songs!

Letter Formation (Graphemes)

• In books

• On the board

• In the air

• In the learning environment

Reading (blending)

Writing (identifying sounds in words)

Letter Sounds

Blending Words

Games

Reading Tricky / High Frequency Words

Alternative Vowel Sounds Introduced as: Alternatives taught later:

(rain) (play) (flame)

(feet)

(boat)

(leaf)

(snow) (bone)

(these)

Independent Writing

Mark Making

Independent Writing

The children need to know:

• The 42 letter sounds • How to hear the sounds in words • One way of writing the letters for the sounds • What they want to say

Independent Writing

Phase 1

• Environmental sounds • Instrumental sounds • Body sounds • Rhythm and rhyme • Alliteration • Voice sounds • Oral blending and segmenting

Phase 2

• 19 letters of the alphabet

• One sound for each

• Blending sounds together to make words

• Segmenting words into their separate sounds

• Beginning to read simple captions

Phase 3 • Remaining 7 letters of the alphabet

• One sound for each

• Graphemes such as ch, oo, th (the remaining phonemes)

• Reading captions, sentences and questions.

• The ‘simple code’ is complete (one grapheme for each phoneme)

Phase 4

• No new graphemes/phonemes

• Blending and segmenting longer words

• Adjacent consonants

– CCVC (Swim)

– CVCC (Jump)

– CCVCC (Crisp)

Phase 5

• The "complex code".

• Alternative graphemes for the phonemes which they already know

• Different ways of pronouncing the graphemes they already know.

Phase 6

• Continuing the work of Phase 5

• Spelling, including prefixes and suffixes, doubling and dropping letters etc.

The Teaching Sequence

Revisit & Review

Teach Practice Apply

• Every day

• In phase groups

• Across all years

Home Reading

Guided Reading • At least once a week

• With teacher

• Similar ability group

• Focussing on comprehension

• More challenging texts

Reading for Enjoyment • Library visits

• Reading with your child

• Bedtime stories

• The text environment

What next…

• Books to read and review

• Phonics activities to try out

• Teachers available to talk about reading

• Any questions answered