Riverhead Infants’ SchoolRiverhead Infants’ School

READING MEETINGREADING MEETING

1414thth November 2013 November 2013

WelcomeWelcome

• Introduction and WelcomeIntroduction and Welcome – Mrs Powell – Mrs Powell

• PhonicsPhonics and Home Readingand Home Reading – Mrs Swain – Mrs Swain

Our partnershipOur partnership

• Reading is a top priority at Reading is a top priority at Riverhead Infants’ SchoolRiverhead Infants’ School

• Together we can help children to Together we can help children to engage confidently with textengage confidently with text

• Adult role models are important, Adult role models are important, particularly for boysparticularly for boys

• Any reading material countsAny reading material counts• Children learn best when they are Children learn best when they are

enjoying what they are learning.enjoying what they are learning.

How is phonics taught at Riverhead?How is phonics taught at Riverhead?

• Letters and Sounds schemeLetters and Sounds scheme• Quick pace of introduction but with Quick pace of introduction but with

opportunities to revisitopportunities to revisit• Daily 15 minute focused phonic Daily 15 minute focused phonic

session plus incidental phonic work session plus incidental phonic work that takes place in all areas of the that takes place in all areas of the curriculum.curriculum.

• Active and kinaesthetic approachesActive and kinaesthetic approaches

Phonics - what is it?Phonics - what is it?

• Letter/sound relationshipsLetter/sound relationships• Phonemes – the smallest unit of sound Phonemes – the smallest unit of sound

in a wordin a word• There are about 44 phonemes in There are about 44 phonemes in

spoken Englishspoken English• These phonemes are represented by a These phonemes are represented by a

letter or group of letters (graphemes)letter or group of letters (graphemes)• Phonics involves blending phonemes Phonics involves blending phonemes

for reading and segmenting phonemes for reading and segmenting phonemes for spellingfor spelling

• Discriminating, listening, remembering, Discriminating, listening, remembering, exploring, manipulating and talking about: exploring, manipulating and talking about:

1- environmental sounds 1- environmental sounds 2- musical instruments2- musical instruments3- body percussion3- body percussion4- rhythm and rhyme4- rhythm and rhyme5- alliteration5- alliteration6- voice sounds6- voice sounds

• OrallyOrally blending and segmenting phonemes blending and segmenting phonemes

Early LearningEarly Learning

Odd One Out

Rhymes and action songs

Hey Diddle Diddle

The cat and the fiddle

The cow jumped over the ______

The little dog laughed to see such fun

And the dish ran away with the _____

gate

plate

Order in which we teach Order in which we teach the phonemesthe phonemes

1.1. s, a, t, p, s, a, t, p,

2.2. i, n, m, di, n, m, d

3.3. g, o, c, k, g, o, c, k,

4.4. ck, e, u, rck, e, u, r

5.5. h, b, f/ff, l/ll, ss h, b, f/ff, l/ll, ss

6.6. j, v, w, xj, v, w, x

7.7. y, z, zz, quy, z, zz, qu

8. ch, sh, th, ng,9. ai, oa, igh, ee, 10. oo, ar, or, ur11. ow, oi, ear, 12. air, ure, er

• Each of these sounds has an Each of these sounds has an action that helps some children to action that helps some children to remember the letters.remember the letters.

• Eventually children stop using the Eventually children stop using the action.action.

• Children learn each letter by its Children learn each letter by its sound not its namesound not its name

Counting the soundsCounting the sounds

c a t

b ir d

f i sh

kn igh t

f r o g

Sound buttonsSound buttons

c a tc a t b ir db ir d

f i shf i sh kn igh tkn igh t

a pig in a wiga pig in a wig

How many phonemes?How many phonemes?

p i gp i g

s h i p s h i p

f i l lf i l l

sheepsheep

carcar

churchchurch

p i gsh i pf i llsh ee pc arch ur ch

Phoneme framesPhoneme frames

c a t

Each phonics session includes:Each phonics session includes:

Revisit and review

Teach

Practise

Apply

Assess learning against criteria

How can parents support How can parents support phonics learning ?phonics learning ?

• Each child has a green book, in which Each child has a green book, in which they cut and stick phonics letters and they cut and stick phonics letters and actions as a piece of ‘homework’. actions as a piece of ‘homework’.

• Please look through these in spare Please look through these in spare five minutes until the children are five minutes until the children are confident.confident.

• Reinforce the correct sounds.Reinforce the correct sounds. • Look for letters in the environment – Look for letters in the environment –

magnetic letters, signs etcmagnetic letters, signs etc

Reading is challengingReading is challenging

And ever-mo, un-to that day I dye,And ever-mo, un-to that day I dye,

Eterne fyr I wol biforn thee finde.Eterne fyr I wol biforn thee finde.

Onc up a time th we thr litt p sOnc up a time th we thr litt p s

wh liv wi th r happy moth in a wh liv wi th r happy moth in a

pr hou i th oods.pr hou i th oods.

MEANING: Does it make sense?

STRUCTURE:Does it sound right?

VISUAL: Does it look right?

What does a reader need to do?What does a reader need to do?

• The proficient reader gets the most The proficient reader gets the most meaning, with the least effort, in the meaning, with the least effort, in the fastest time..fastest time..

• Concepts about print Concepts about print • Letter identificationLetter identification• Retelling a storyRetelling a story

• Search for information and cross check Search for information and cross check to solve new wordsto solve new words

ReciprocityReciprocity

• Reading and writing support each other.Reading and writing support each other.• As the child learns letters and words for reading As the child learns letters and words for reading

these should be encouraged for writing too.these should be encouraged for writing too.• What the child can write is a good indicator of what What the child can write is a good indicator of what

the child knows in detail about written language.the child knows in detail about written language.

Wunc upon a tim ther wer fre litl pigz Wunc upon a tim ther wer fre litl pigz hoo livd wiv ther hapee muver in a hoo livd wiv ther hapee muver in a pritee hous in the wuds.pritee hous in the wuds.

• If a child can read a few words he/she should be If a child can read a few words he/she should be able to write words using the links between sounds able to write words using the links between sounds and letters.and letters.

A Guided Reading session:A Guided Reading session:

• has an identified focus;has an identified focus;• uses a text pitched at the right level;uses a text pitched at the right level;• encourages children to support each encourages children to support each

other;other;• develops independence and fluency;develops independence and fluency;• encourages children to search for encourages children to search for

relevant information in order to relevant information in order to decode words;decode words;

• develops comprehension and develops comprehension and engagement with text.engagement with text.

Home ReadersHome Readers

The home reading books.The home reading books.• complement the Guided Reading books your complement the Guided Reading books your

child reads in school. child reads in school. • may be changed four times a week by the may be changed four times a week by the

childchild

• a guide on how to help your child is put into a guide on how to help your child is put into the front cover of the yellow reading diaries. the front cover of the yellow reading diaries.

• teachers aim to acknowledge parents’ teachers aim to acknowledge parents’ comments on a weekly basis comments on a weekly basis

• children can also select a book from the class children can also select a book from the class librarylibrary

How to help your child at homeHow to help your child at home

• Make it fun and share as many books as Make it fun and share as many books as possible.possible.

• Encourage independence by giving them Encourage independence by giving them time to solve new words using meaning, time to solve new words using meaning, syntax and visual information.syntax and visual information.

• Revisit books. There is nothing wrong with Revisit books. There is nothing wrong with reading a familiar book or a familiar text.reading a familiar book or a familiar text.

• Focus on how the reading sounds, as this Focus on how the reading sounds, as this will add more meaning to a story.will add more meaning to a story.

• Praise them in their efforts and make them Praise them in their efforts and make them feel as though they are achieving.feel as though they are achieving.

• Do not worry or be concerned about what Do not worry or be concerned about what your child’s peers are reading.your child’s peers are reading.