welcome to harold wood today’s meeting to briefly explain about ways we develop skills of reading...
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Books Books- begin with Oxford Reading Tree Independent /Guided ReadingTRANSCRIPT
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Welcome to Harold Wood
Today’s Meeting• To briefly explain about ways we develop
skills of reading and writing in the EYFS.• To give you an overview of how we
develop your child’s phonic knowledge and skills.
• To help you understand how you can support your child at home.
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Reading • Children in Reception will have
different levels of understanding and stages of development. Children develop at different rates.
• Gender/Previous experience/Age• Happy, confident children make the
best learners.
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Books
•Books- begin with Oxford Reading Tree
•Independent /Guided Reading
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Helping your child write• Using their whole body• Hand and finger play • Eye hand co-ordination. • Correct pencil grip.
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Writing –Stages of writing1: Scribbles/ random marks on paper. 2: Pretend Writing3: Using just random letters4: Using initial sounds to represent
words. 5: Using a mixture of words and phonic
knowledge.
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Letters and Sounds
6 phases• Phase 1 -ongoing ks1
• 1-4 in reception• Phase 5 -year 1• Phase 6- year 2
• Daily session -15 minutes
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Phase 1
Children explore and experiment with sounds, differentiate between sounds and become familiar with rhyme ,rhythm and alliteration.
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Phase 1 -7 aspects• Tuning into sounds-environmental sounds,• Instrumental sounds• Body percussion• Rhythm and rhyme• Alliteration• Voice sounds-stories• Oral blending and segmenting
Get your b-a-gPut on your h-a-t
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Good listening skillsGive me 5• Eyes looking• Ears listening • Lips closed• Hands still
• Mind awake-thinkingNeed to model these skills
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How can you help?
• Songs and nursery rhymes• Play a tune-follow me• Rhyming stories• Make a collection of different toys/objects what
sound does it makeduck-quack, snake- ssss
• What sound do they all begin with duck, doll , dog
• Play I spy
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How can you help? Sound talk-Robot talking• I spy a p-e-g I spy a c-u-p• Where’s your other s-o-ck?• Simon says touch your h-ea-d Simon says touch your ch-i-n.
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Phase 2• Learning 19 letters of alphabet
and one sound for each(Sounds /names)
Sounds-phonemesorder learnt not alphabeticalAlso learn graphemes Blend and segment c.v.c. words• Jolly Phonicsmovement/listening/seeing/writing
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How can you help?• Learn songs• Use magnetic letters use letters
taught-find these• Write letters-sound books Large physical movements• Make an alphabet book/buy a poster
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Reading words•Blending sounds
together to make words s-a-t p-
a-t
c-a-t r-a-n
•Sound buttons
Aim is to read word automatically
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Spelling words• Segmenting words into their
separate sounds dog d-o-g• Begin to read simple captions
dad and nanpat a dog
pots and pans
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How can you help?• Use letters to make little words- put
letters to-gether S a t p at sat pat tap • Make a word and then break it up met m-e-t• Word boxes• Spelling –more difficult –so praise
attempts.
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Phase 3
• Remaining 7 letters of alphabet
• Digraphsch c –h
sh s-h
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digraphs• We say ai as in rain
r-ai-n
• We say igh as in night
n-igh-t
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Phase 4• No new phonemes at this stage• Children learn to blend and segment
longer words swim clap jump
Children move from cvc words like pot to cvcc words pots and ccvc words
spots
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Alien words• j-ai-n• ch-ai-g • s-p –l-or-d-i-d
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High-frequency wordsWe introduce 45 ‘high-frequency
words’, which your child is most likely to come across when they start reading.
Some of these can be sounded out, but there are also some tricky words that need to be learnt on their own as a whole, because they are irregular and cannot be sounded out, e.g. come, was.
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Tricky words do not follow the rules
the t he
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go
to
I
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How can you help?• Set a timer-call out a word get your child
to spell it-magnet board. How many words?
• Hide words in sand set a timer hold up word you want them to hunt for-say I am looking for word ‘the’-go
• Play pairs two words at a time try to find matching pair tricky words-the-the no- no into-into
• Write word with finger in flour, paint brush and water
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• The more children are exposed to activities involving Letters and Sounds the quicker they consolidate skills.
• Please ask for help if you are not sure.
Thank you for your time and interest