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Phonics and Early Reading Workshop for Year 1 and Year 2

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Phonics and Early Reading Workshop for Year 1 and Year 2. Phonics and Early Reading. Follow the Bug Club Scheme from Foundation in KS1. Learn and introduce new sounds in-line with the scheme. Practise knowing the sounds they make. Apply the sounds knowledge to reading and writing words. - PowerPoint PPT Presentation

Text of Phonics and Early Reading Workshop for Year 1 and Year 2

  • PHONICS AND EARLY READING WORKSHOP FOR YEAR 1 AND YEAR 2

  • Phonics and Early ReadingFollow the Bug Club Scheme from Foundation in KS1.Learn and introduce new sounds in-line with the scheme.Practise knowing the sounds they make.Apply the sounds knowledge to reading and writing words.Learn spellings with phonic patterns.Provide reading scheme material phonic and sight.

  • Bug ClubIntroduces new sounds starting with s, a, t and p.

    Learn the names and the sounds the letters make.

    Practise blending these letters to make words.

    Practise using these letters to make words.

    Practise letter formation (small and capital).

  • Bug ClubAs the scheme continues more sounds are introduced.There is time to revise the skills using previously learnt sounds.We continue to practise recognising, reading, word building and letter formation with new sounds.Apply knowledge in word games and in sentences.

  • Examples from Bug Club:

  • Naming the letters The alphabet song is sang at the start and end of each session.This helps children to learn the names of the letters.This also helps children to find the letters with ease for word building.Clearly identifying a letter name as opposed to a sound.

  • At home please focus on the sounds the letters make and NOT the name.

  • This is essential for blending words.

    sh - o - p = shopl - ou - d = loudc - l - ow - n = clown

  • At home dont be worried about giving a part of a word (like the ou in loud) and then letting the child sound and blend.

  • Learning the soundsAll children are assessed on phonics and reading throughout the term.Some children may receive sets of sounds to practise at home.Green Home Literacy Support Booklet shows the progression of sound knowledge with red lettering used to identify key sound.

  • Word cardsThe initial words will be simple words for sounding out E.g. at it getSounds (phonemes) explored will be highlighted in red. E.g. feet down chop mouth noseTricky (sight) words.E.g. go I no

  • Reading tricky words (non phonic)Some words are impossible for children to sound out.These are learnt through visual recognition.All children are assessed on sight words and reading throughout the term.Some children may receive sets of HFW (high frequency words) and/or MFW (medium frequency words) throughout KS1.Green Home Literacy Support Booklet shows the progression of sight word knowledge (reading and spelling).

  • Reading booksBooks will be changed at least twice a week in-line with Foundation.Children read in groups in KS1from the guided reading scheme.eBooks (on the whiteboard) and book sets from Phonic Bugs are used in Year 1 and 2.A trial of eBooks selected for your child is being run in Year 2 as part of our ICT scheme of work.

  • Reading booksWe will assess your childs reading on a regular basis.Each stage on the reading scheme as a set of National Curriculum levelled books for levelling.Children can be moved up a level where necessary. No need to read every book!

  • Reading booksWe encourage children to read a range of different library books at home for variation including poems, non-fiction and comics.It is also beneficial to read a range of books to your children to immerse them in different language and vocabulary. The breadth of their reading helps them develop their speaking skills which also plays a key role in their ability to progress well with their writing.

  • Reading booksUse Getting the best from your reading at Key Stage 1 in the back of the Home Literacy Support book to encourage comprehension, summarising and finding links between books for things your child reads and things that are read to them (or after watching TV).

  • All children start at different levels and will learn at different rates but your interest in their progress is pivotal to their motivation.

  • Thank you for coming.

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