welcome to our “ phonics and early reading ” meeting tuesday 11 th october 2011
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Welcome to our “ Phonics and Early Reading ” Meeting Tuesday 11 th October 2011. Our Outcomes To be able to understand more about:. Letters & Sounds The early stages of reading Reading in school and at home The books your child will bring home How to help your child with their reading. - PowerPoint PPT PresentationTRANSCRIPT
Welcome Welcome to ourto our
““Phonics and Early Phonics and Early ReadingReading””MeetingMeeting
Tuesday 11Tuesday 11thth October 2011 October 2011
Our OutcomesOur Outcomes
To be able to understand more about:To be able to understand more about:
Letters & Sounds The early stages of reading Reading in school and at home The books your child will bring home How to help your child with their reading
Letters and SoundsLetters and Sounds
The phonics resource used at Panaga School.
Phase
Year Group and Timings
1 Nursery
2 Nursery/P1
3 P1
4 P1/P2
5 P2/P3
6 P3
Basic skillsBasic skills1. Learning the letter sounds
2. Letter formation
3. Identifying (segmenting) sounds in words
4. Blending VC and CVC
5. Tricky words
6. Learning digraphs
Letter SoundsLetter Sounds
Group 1
Sounds and actionsSounds and actions
Learning the s soundaction:
Weave your hand like a snake, making an ‘s’ shape, saying ssssss
Have a go …
m
n
r
Letter FormationLetter Formation• Copy letter
• In the air
• On the board
• In sand
• Playdough
• Water and brushes
SegmentingSegmenting
Identifying one or all of the sounds in a word.For example, if a child hears the word log, they should be able to identify that log has 3 sounds.
l – o - g
‘Sound- talk’
‘Robot arms’
‘Metal Mike’
Have a go …
CVC wordsCVC words
C consonant
V vowel
C consonant
Blending: VC and CVCBlending: VC and CVC
Panaga School Parent Curriculum Information 5 - Early Reading YC/LD/SJ/JB
Children can say each individual sound in a simple word and blend them together to successfully read the word.
For example, the word ‘cat’. Children should be able to say and blend the 3 separate sounds c - a - t to read the word ‘cat’.
Have a go …
m o p. . .
c a n. . .
f u n . . .
Tricky wordsTricky words
I the go
DigraphsDigraphs
Two letters that make
one sound.
Eg. ‘ai’ pain
DigraphsDigraphs
sh ch
th ng
DigraphsDigraphs
ee er ar oa
oi ou oo ai
r – ai - n
c – oa - t
sh – ee - p
Reading SchemesReading Schemes
Collins Big CatOxford Reading Tree (ORT)Ginn 360PM Starters Reading books will be sent after half term
holiday, twice weekly with the reading diary.
First steps to readingFirst steps to reading
Books chosen to support the stage of the individual child.
Aim to ensure a breadth of reading experiences.
Aim to ensure a broad range of books, non fiction and fiction.
Picture booksFirst wordsSentencesLibrary books
Reading in schoolReading in school
Phonics sessions Modelling and sharing reading with big books and a
range of books Puppets for story telling Re-telling stories in groups Signs and environmental print Role play: characters/drama Sequencing pictures Games with words/ letters Guided and individual reading Modelling strategies for reading
Reading at homeReading at home Please help to feedback on your child’s
progress by signing the yellow reading diary and commenting where appropriate.
Please send in the book and yellow diary in your child’s book folder each day.
Additional support activities may be given e.g. phonic/flashcard activities.
Books changed twice weekly, teachers will communicate if there are any changes.
Key questions and question starters Aims: to help you to encourage your child to
engage in the pictures and in the story. What can you see? What do you think will happen next? What is the …doing? What is the …saying? What is the …thinking? Where is …? Who is….? Why is? How does he/she/it feel? How many ….can you see? Who/what is your favourite character? Do you like the story? Why/why not? Which was your favourite part?
Supporting and extending Supporting and extending reading at homereading at home
Make reading fun and enjoyable Choose the best time and place for your child Read everyday if possible Model reading (expression and characters) Talk about the pictures and ‘play’ with the words Find opportunities to extend and build on phonic skills Environmental print Library books and extending reading Ask lots of questions and encourage children to
describe the pictures and predict the story Give meaningful praise, opportunities to succeed.
Have fun and enjoy reading with your
child
Thank you for coming to our meeting