The Teaching of Phonics and Reading

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1 The Teaching of Phonics and Reading Tuesday 3 rd and Monday 17 th October 2016 Clare Wilkinson - Assistant Head Teacher Sue Jannoch Class Teacher Ross Docherty Class Teacher

2 Learning Through Play Providing high quality planned experiences for children s play is an important way for adults to support children s learning that is both enjoyable and challenging. When children play, they are learning at the highest level. Learning, Playing and Interacting

3 Learning Through Play The best outcomes for children s learning occur where most of the activity in a child s day is a mixture of: Child-initiated play, actively supported by adults Focussed learning, with adults guiding the learning through the playful, rich experiential activities.

4 Enabling Environments The environment plays a key role in supporting and extending children s development and learning. Early Years Foundation Stage Principle

5 Enabling Environments

6 Enabling Environments

7 Introduction of letter sounds and tricky words: Phase 2 s a t p i n m d g o c k ck e u r h b f ff l ll ss Phase 3 j v w x y z, zz qu ch sh th ng ai ee igh oa oo ar or ur ow oi ear air ure er

8 Phase 2 the to I no go Phase 3 he she we me be was my her are they all you

9 Phonics teaching Daily 20 minute pacey phonic session with supporting activities in the learning environment throughout the day The session consists of: Revisit previous learning Teach new sound/word with actions, multi-sensory Practise reading (blending) and writing (segmenting) with the new sound Apply reading a story

10 Phonics learning throughout the day Independent challenges Letter displays Games phonics pots, matching games etc Developing understanding of phonics through independent writing opportunities Sand and water play hunting for sounds and building words

11 Books As a Federation we believe children should practise their reading using real books wherever possible. This enhances enjoyment, engagement and a love of reading It exposes children to a large variety of vocabulary Helps build their confidence when reading a wide variety of texts

12 How is reading taught? Fostering a love of books I am a reader building confidence Creative Curriculum and purposeful reading Reading everywhere labels/ signs Reading together Part of the phonics session directly applying learning to reading Through enjoying rhymes and poems

13 What to Expect months I can tell you lots of words that rhyme with a word like hat. I can hear and tell you the first sound in a word I can say each of the sounds in a small word like hat. I can write these letters. I can read short sentences that are made up of words like the or and and words that I can say each of the sounds in hat or dog. I use my favourite stories to help me make up my own stories in play I like to share different books like comics, stories, rhymes, poems, fact books and magazines with you. When I am interested in things I can look in books or on websites to find out more.

14 Early Learning Goals by the end of the Reception year at school it is expected that Reading: Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

15 Writing Letters go together to make words and words go together to make a sentence. Through their marks, they are communicating their ideas, expressing their feelings, developing their imagination and creativity, and testing their hypotheses about the world. These opportunities for making thinking visible are fundamental to children s learning and development. Mark Making Matters

16 Early Learning Goals by the end of the Reception year at school it is expected that Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

17 Find a quiet place to share a book - 10mins a day Let your child be the storyteller Help link the story to their own experiences Good questions to ask: What do you see on this page? What else? Reading at Home I wonder how? What do you think is going to happen next? How do you think feels? Have you ever felt like that? Remember when you? Read it together and point to the words You don t need to read the whole book!

18 Home Activities Word hunt games (in the house/garden) Reading signs, kindles, comic books, magazines, newsletters, cards, lists etc. Library visits/ Do you enjoy reading as a an adult? Letter hunts on trips out and eye spy Talk about favourite books and rhymes

19 What to expect, when? School website

20 Questions? Thank you for coming!