Welcome to Olney Infant Academy Early Years Foundation Stage Curriculumand Reading Information Evening October 2015 Aims for this evening to share information about our curriculum and how we can work in partnership to develop your childs potential to highlight the importance of spoken language to introduce you to our approach to teaching reading at Olney Infant Academy to have an opportunity to look at reading resources and ideas to enable you to support your childs development at home What is the Early Years Foundation Stage? 3 Characteristics of Learning
Playing and exploring 2. Active learning 3. Creating and thinking critically 7 areas of learning and development
Children should mostly develop the 3 prime areas first 1. Communication and language 2. Physical development 3. Personal, social and emotional development As children grow, the prime areas will help them to develop skills in 4 specific areas 1. Literacy 2. Mathematics 3. Understanding the world 4. Expressive arts and design Early Years Outcomes Early Learning Goals
Monitoring Progress Early Years Outcomes Early Learning Goals How can you find out how your child is getting on?
Open door policy Parents evenings End of year report staff School website Year group page Bookbags Tapestry Learning to read at OIA Specific speaking and listening opportunities in school Speaking and listening all through the day, as well as at specified times of the timetable Daily phonics Guided reading Shared reading As already mentioned earlier, there are specific speaking and listening opportunities in school show and tell, circle time etc. Stress importance of speaking in full sentences, answering questions and following instructions. Throughout challenge time, snack time, instructions for using the bathroom, cloakroom etc Daily phonics, daily shared reading and guided reading to be explained in more detail later The spoken language Listening and speaking are the roots of readingand writing.(The Rose Report on the teaching of reading, 2006) Children learn how to use their voices: to make contact with you to let you know what they need to show how they are feeling You might think my child doesnt need to be taught to speak. The problem is getting them to be quiet. But there are actually a lot of skills that we hope to develop in your childs first year at school. We teach children the kind of behaviours that a good listener shows, so that we know they are listening Sitting still Sitting quietly Looking at the person whos talking Trying to remember what the speaker said Not interrupting How? Carpet sessions - gradually increasing time on carpet Circle games eg talking teddy Music - copy patterns Speaking - Use language to imagine and recreate roles and experiences: role play area, small world play, puppets, garden Extending their vocabulary Being able to control their voice: loud enough to be heard in whole class situations, leaving playground voices outside etc Using talk to organise, explain and clarify their ideas and feelings. Being able to use language to ask for what they want and need, and to ask by talking in complete sentences. Making up songs, rhymes and stories Speaking and listening at school
Circle Time Show and Tell Scrapbooks Plenary Songs and rhymes Stories Puppets Storytelling Following instructions All of the above can happen both indoors and outdoors! Speaking and listening at home
Sing songs and rhymes Read stories Use puppets and toys Prepare meals together Tidy up Put shopping away Talk while getting ready to go out Show you are interested in their conversation Switch off the TV, radio and mobile phones! Daily phonics Daily phonics taught through RWI a synthetic phonics priogramme Synthetic phonics offers the vast majority of young children the best and most direct route to becoming skilled readers and writers. Sir Jim Rose High-quality, systematic phonic work as defined by the review should be taught discretely. The knowledge, skills and understanding that constitute high-quality phonic work should be taught as the prime approach in learning to decode (to read) and encode (to write/spell) print. We use Read Write Inc Read Write Inc is an inclusive programme for all children learning to read from Foundation to Year 4. It is based on a method called synthetic phonics. Why Read Write Inc? Tried and tested over many years
Systematic and structured Early success in reading We chose this particular programme because..(insert own reasons here!) and we know that Read Write Inc: is rooted in synthetic phonics. has been tried and tested over and over again is systematic, structured and therefore results inrapid teaching and learning of sounds & blending means that, importantly and simply, when children know these sounds well and they can blend, they read books that are carefully matched to the sounds they know. Which means that children are successful from the very beginning! gave all staff 2 whole days intensive training to teach the programme Quote from Ruth: When children cant read there is low self esteem. We want them to be reading with confidence, to be able to read quite sophisticated texts at an early age. Ruth Miskin former headteacher and creator of Read Write Inc Phonics Phonics lessons daily pacy
children learn to recognise, say and write a sound a day children are introduced to the 44 sounds (phonemes) in the English language: and graphemes, which are sounds written down what the letters look like blending sounds to read Phonics lessons taught to be applied. There are opportunities throughout the day, eg Challenge Time, for children to apply their knowledge. We dont use the RWI sheets in school but send them home for children to practise. Explain sheets do an example for the parents. Do not complete the sheets all in one go but keep referring back to it. No need to return to school. Explain why more than 150 graphemes same sound, different ways of writing them. Say a short sentence inFred Talk (use very pure sounds no uh)to illustrate e.g.say s_oi_fIt_al_ki_nth_i_sw_ay,y_ouw_i_llh_earea_chs_ou_n_di_nm_y w_or_d_s! Explain we use pure sounds (m not muh, s not suh, etc.) so that your child will be able to blend the sounds into words more easily. Say that in school we use a puppet called Fred who can do this beautifully! We call talking like this Fred Talk. Hold up a Fred! Sound and robot talk for blending
We use puppets or robot talk to help the children learn to read. Puppets/robots can only talk in sounds... (eg, they can only say c_a_t, not cat) Hold up Fred! Say you too can have a Fred at home use one like this or any stuffed toy. Sound talk helps children learn to spell too!
Children convert words into sounds. They press the sounds on to their fingers... Show how to use fingers to spell some of the words you have just blended. Use My Turn Your Turn with the parents say show me three fingers the word is dog.(or shop or wish or any 3 sound word) Now put your sounds on your fingers! This is the reversibility principle of decoding for reading and encoding for writing. At OIA a typical phonics lesson might look a bit like Guided Reading Important but only part of the learning to read process. How often? Who with? Role of Reading Diary Home reading books How you can help Explain home reading RWI books must stay in plastic wallets and be in book bags at all times. Very expensive books! Shared reading This is where we share a book as a whole class or in smaller groups. It provides us with the opportunity to model other reading skills, such as: using illustrations retelling the story in your own words guessing missing words from the context. We also encourage the children to answer questions about the story to show that they have understood what is happening - this is comprehending. Explain that Speaking & Listening elements of literacy are built in to RWI from the very beginning through lots of talking and partner work. We teach them to understand everything they read. How can you help at home Read Write Inc is fast-moving and children are most successful when their learning is supported at home, with talk, practice and lots of praise. Help by: using pure sounds knowing the graphemes understanding how sound talk helps with reading and spelling. First of all, you can help your child if you know how to pronounce the 44 sounds perfectly and understand the blending process. There are lots of other ways but 1st lets look at the 44 sounds, then the ways we read and write those sounds and then meet Fred! and... By reading your child lots of lovely stories and asking lots of questions! Use these prompts to help you: What is that character thinking? What do you think happens next? What is happening? What do you think that character is feeling now? Reading to your child lots of lovely stories that are at a higher level than your child can read yet. School might want to make these discussion prompts on card, laminate them and send them home in book bags? What is happening in this part of the story? What is the character saying? Reading Resources Left to right activities
Oxford Reading Tree Resources Phonic materials Puppets Storytelling Role Play Music and singing Small world Big books Guided reading and home reading books Story tapes and CDs Interactive whiteboard Library Enjoy! Enjoying and sharing books leads to children seeing them as a source of pleasure and interest and motivates them to value reading. Letters and Sounds, DfES 2007 Please remember. If you have any concerns or questions, we will be happy to help you. Thank you!