welcum too ower fonix and reeding eavning for pairnts

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Welcum too ower fonix and reeding eavning for pairnts

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Page 1: Welcum too ower fonix and reeding eavning for pairnts

Welcum too ower fonix and reeding eavning for pairnts

Page 2: Welcum too ower fonix and reeding eavning for pairnts

Main points of the programme

Developing language skills before starting phonics

Speaking & listening + practical activities

Phonics sessions every day

Clear sounds - short not over emphasised

Emphasis on knowing/using phonics

Emphasis on links between reading and spelling

6 phase programme F1 – Y2

High Frequency word built into programme

Emphasis on decoding as main reading strategy

Whole school approach

Page 3: Welcum too ower fonix and reeding eavning for pairnts

Articulating the sounds

Page 4: Welcum too ower fonix and reeding eavning for pairnts

Phase 1Develops the speaking and listening skills

which children need before they can begin to work with letters and sounds

Uses a range of games and activities within the daily routines

Uses ordinary objects and resources but focuses on listening

Uses oral work with letters NOT written work e.g. robot speak

Page 5: Welcum too ower fonix and reeding eavning for pairnts

Phase 2

Introduces letters and the sounds they make

Children say the sound made by a given letter

Children identify the letter making a given sound

Introduces sound buttons

Introduces blending and segmenting

Develops blending and segmenting with cvc words or vc words

Introduces the first few High-frequency words

Page 6: Welcum too ower fonix and reeding eavning for pairnts

Phase 3

Teaches the last few single letters/soundsIntroduces letter names

Introduces digraphs – sounds made by 2 letters together

sh ch oo

Introduces more High-frequency and tricky words was

Continues to blend and segment using the new letters/sounds

Page 7: Welcum too ower fonix and reeding eavning for pairnts

Phase 3 continued

Continues using sound buttonsUses captions and sentences to extend reading and writing

The ship hit the rocks with a thud.

Introduces yes/no questions and sentence substitution to develop reading with understanding

Is a lemon red?

Introduces 2 syllable words

handbag toothbrush

Page 8: Welcum too ower fonix and reeding eavning for pairnts

Phase 4

Introduces adjacent consonants in words

tent jump

Continues blending & segmenting but moves away from sound buttons

Teaches more high-frequency and tricky words

Read and write sentences with words which have been introduced

Page 9: Welcum too ower fonix and reeding eavning for pairnts

Phase 5

Introduces more graphemes, including alternative spellings for known sounds

“air” - could also be - ere in “there” ear in “bear” are in “care”

Teaches more complex high-frequency and tricky words

Applies these words through reading and writing sentences

Page 10: Welcum too ower fonix and reeding eavning for pairnts

Phase 6

Reading words automaticallyDecoding words silently

Spelling phonemically accurate – not necessarily totally accurate

teechers teshurz

Introduces simple past tense in spellingIntroduces suffixes

ing ed ful ly ness

Page 11: Welcum too ower fonix and reeding eavning for pairnts

Phase 6 continued

Introduces spelling long words

Applies knowledge of spelling in writing

Expectation of fluent reading

Not learning to read but reading to learn!

Expectation of increasingly accurate spelling

Page 12: Welcum too ower fonix and reeding eavning for pairnts

What is the structure of an individual session?

Revisit & review – going over sounds/words already taught

Teach – learning new sounds/words

Practise – using these new sounds in words, reading/spelling

Apply – using known sounds/words in sentences, reading/writing

Page 13: Welcum too ower fonix and reeding eavning for pairnts

Key points for success

Children need good listening skills

Sounds must be pronounced correctly in order to blend them

Children should be praised for good attempts at blending

Children need to be praised for good phonic attempts at spelling

Children need to learn tricky words – read and spell

Children need to understand what they read

Page 14: Welcum too ower fonix and reeding eavning for pairnts

Reading

Page 15: Welcum too ower fonix and reeding eavning for pairnts

Strategies for tackling new words

Context

Rereading

Picture

Part recognition Asking others

Page 16: Welcum too ower fonix and reeding eavning for pairnts

Comprehension - A child should be able to:

recall a story or information from the book

predict the next part of a story based on what they have read so far

explain why characters have done or said somethinggive their opinion about what happened

talk about the structure of the story – beginning, middle, endcomment on the content freely as they read

Talk about the layout of the text – use of capitals, BOLD letters etc.

Page 17: Welcum too ower fonix and reeding eavning for pairnts

Examples of questions to develop comprehension

What happened at the beginning?

What do you think will happen next?

Why did Goldilocks go in the cottage?

How did the 3 Bears feel when they saw Goldilocks?

What happened when Goldilocks got home?

Page 18: Welcum too ower fonix and reeding eavning for pairnts

Reading Colours

LILAC(fairly new) ORANGE

PINK TURQUOISE

RED PURPLE

YELLOW GOLD

BLUE WHITE

GREEN

Page 19: Welcum too ower fonix and reeding eavning for pairnts

Selection of reading books

Page 20: Welcum too ower fonix and reeding eavning for pairnts

Phase 2 phonic readers

Page 21: Welcum too ower fonix and reeding eavning for pairnts

Phase 2 phonic readers continued

Page 22: Welcum too ower fonix and reeding eavning for pairnts

Reading assessment

Page 23: Welcum too ower fonix and reeding eavning for pairnts

Running Record

Page 24: Welcum too ower fonix and reeding eavning for pairnts

Reading Activities

Guided Reading

Shared Reading

Phonics

Literacy

Topic

Book Corner in class or outside

Story time

Page 25: Welcum too ower fonix and reeding eavning for pairnts

Not

Learning to read but reading to learn!