Little Wandle Phonics and Reading presentation

Phonics and Early Reading Welcome to our meeting Mrs Harle – Phonics Lead Part 1 – information about how we teach phonics Part 2 – information about how we teach reading

A love of reading is the biggest indicator of future academic success.

OECD (The Organisation for Economic Co-operation and Development)

How many times have you already read today?

Reading We want children to love reading

Reading should be enjoyable

Learning to read should be a positive experience

We want children to read for pleasure

ading underpins children’s access to the curriculum and clearly impacts on their achievement

New DFE Guidance for Early Reading and Phonics

The journey to independent reading and writing begins with Phonics

Why Little Wandle?

• • • • • •

littlewandlelettersandsounds.or g. uk

Excellent training for all staff to ensure consistency, Every aspect of phonics and reading included in a detailed, thorough and systematic approach, Engaging resources Comprehensive system for identifying and supporting children requiring extra help and useful support for parents.

Phonics is: making connections between the sounds of our spoken words and the letters that are used to write them down.

How we teach phonics at Beam  10 minute short daily sessions in Reception  Taught be class teacher  All classes follow the same programme of teaching  Focus on correct pronunciation  Repeated practice – lots of reviewing  Opportunities to practice reading skills throughout the day  Reading groups take place 3 times per week for every child  If your child is falling behind they will receive extra support to ‘keep up.’

Parent Website Lin k

What will my child learn and when?

What will my child learn and when?

What will my child learn and when?

Terminology Phoneme

The sound that a letter of group of letters make.

Grapheme

The written form of a phoneme (sound)

Digraph

2 letters that make a single sound e.g. ch th sh ng nk

Trigraph

3 letters that make a single sound e.g. igh air ear

Segment

To identify each of the sounds in a word to spell e.g. cat  c a t shop  sh o p

Blend

To combine sounds within a word to read the word e.g. sh o p  shop

This term we are teaching Phase 2

• These are the first group of letters and sounds your child will learn.

• We start teaching from week 2 of Reception.

• The lessons are fun, interactive, engaging and have been designed to gradually build over time.

We teach Phase 2 in this order

Let’s say the Phase 2 sounds

We teach blending so your child learns to read

• Teacher-led blending is taught throughout Phase 2.

• Our aim to is to teach every child to blend by Christmas.

• We will inform you if your child needs additional practice.

Blending to read words

Tricky words • These words have unusual spellings e.g. he, the, was.

• They are taught in a systematic way.

• Children are now learning to read the Phase 2 tricky words: is, I, the, put, pull, full, as, and, has, his, her, go, no, to, into, she, push, he, of, we, me, be.

Reading tricky words

Phase 2 Phonics Lesson

How we make learning stick

• Each sound that we teach to begin with has either a mnemonic (like the astronaut that you can see here) or a phrase like boing-boing for ‘oi’. This helps the children recognise and remember the graphemes.

• Every time we teach a new sound, we also read words during the phonics lesson that contain that new sound so that the children practise what they have learned.

• We then go on to reading a sentence containing some of those words.

• We have displays in the classroom and on the tables to support the children throughout the day.

Reading and spelling

Spelling • Your child will be taught how to spell simple words, using the graphemes they have been taught.

• They will practise the correct formation of letters. They will also have handwriting lessons.

How do we teach spelling?

• Say the word.

• Segment the sounds.

• Count the sounds.

• Write them down.

How do you segment these words?

cat

coat

frog

laptop

keep

chair

How do we practise reading in books?

Reading practice sessions are: • timetabled three times a week • taught by a trained teacher/teaching assistant • taught in small groups • children in Reception will bring a book home matched to their phonics level • Once children have a secure knowledge of a number of GPC’s (Grapheme Phoneme Correspondence) and are confidently blending, they will be ready for reading books • Prior to this they may have wordless books which develop great language skills and

Reading pack including planner need to be brought to school every day!

How do we practise reading in school?

Reading Practice Books carefully matched so children can read fluently and independently 3 Reads – each one begins with some quick sounds and words practice 1. Decoding 2. Prosody (intonation, expression) 3. Comprehension When children take their book home to read they should be 95% fluent Please do not worry that a book is too easy – your child needs to develop fluency and confidence in reading. Re-reading a book they have had before helps develop fluency – this is the goal.

Celebrate their success!!! https://www.littlewandlelettersandsounds.org.uk/resources/my-letters-and-sounds/weekly-readi ng-and-phonics/

How do we find the right book for your child?

Children are assessed every 6 weeks and based on their knowledge are assigned an appropriate phonics book.

Wordless Phase 2 Phase 3 Phase 4 -> expected phase by end of Reception Phase 5

Reading at home

Books going home Phonics Book

Sharing Book

Listening to your child read their phonics book • Your child should be able to read their book without your help.

• They might sound out words and blend them before they read them fluently.

• If they can’t read a word, read it to them.

• Talk about the book and celebrate their success.

Please look after our books. There will be a £5 charge to replace

Reading a wordless book Wordless books are invaluable as they teach reading behaviours and early reading skills to children who are not blending – yet!

• Talk about the pictures.

• Point to the images in the circles and find them on the page.

• Encourage your child to make links from the book to their experiences.

Read to your child Children will bring home a sharing book from our class library.

To become lifelong readers, it is essential that they read for pleasure Children may not be able to read this book independently but these books offer a wealth of opportunities for talking about the pictures and enjoying the story or information text.

YOU should take opportunities to read to your child and enjoy the story together or you could take turns in reading.

• Make the story sound as exciting as you can by changing your voice.

• Talk with your child as much as you can: o Introduce new and exciting language. o Encourage your child to use new vocabulary. o Make up sentences together. o Find different words to use. o Describe things you see.

Supporting your child with phonics Visit the Little Wandle website

Little Wandle lessons available to watch with your child on youtube

What else can parents do?

• Please look at the Little Wandle videos and guidance for parents • Support children in recognising tricky words that are listed in their school planner • Let your child “show off” their reading to you and celebrate and praise all the way!

• Please write in your child’s planner to tell us they have read.

• Share books with your children for pleasure • Visit your local library • Practise your child’s spellings with them each week • Sound and word cards for home are • available to buy on Amazon on this link

The most important thing you can do is read with your child

Reading a book and chatting had a positive impact a year later on children’s ability to…

• understand words and sentences • use a wide range of vocabulary • develop listening comprehension skills.

The amount of books children were exposed to by age 6 was a positive predictor of their reading ability two years later.

Parental involvement in the development of children’s reading skills: A five-year longitudinal study (2002) Senechal, M. and Lefvre, J

Phonics Screening Check • All children in Year 1 will sit the statutory phonics screening check in June 2022.

• This is a DfE and STA statutory test that all children in Year 1 will need to sit unless they are exempt under the published guidance.

• The pass mark has historically been 32 out of 40 • It assesses the child’s ability to segment real and alien words and to blend.

One of the greatest gifts adults can give is to read to children Carl Sagan

Thank you for joining us Questions ?