Foundation Phase. Reading Strategies

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1 Foundation Phase Reading Strategies

2 Nursery Strategies hold books the correct way up and turn pages recognise differences and similarities in pictures, shapes, patterns and textures v recall and talk about visual images and objects Show your child how to find similarities in the book e.g. same letters or, pictures of the same characters, shapes etc Remember what has been read or talked about in a story or picture book Model how to hold a book correctly Can you point to? (different pictures, colours, shapes on the page) Find something that is the same as (shape in the book which is the same as a shape at home) Talk about the pictures and the objects in the pictures link picture cards or objects with spoken initial sounds recognise and differentiate between print and pictures match pictures to their first sounds e.g. a for apple Show your child the by pointing to them as you read Can you find something that starts with the sound mmm? Ask your child to point to the or pictures Where are the? Where are the pictures? recognise familiar, e.g. own name, and print in the environment, e.g. logos make meaning from pictures in books, adding detail to their explanations Recognise familiar letters and e.g. own name and they see every day e.g. library, school, their road name etc Talk about pictures in their own using some detail recognise and make meaning from pictures on-screen Know and understand pictures on-screen

3 Reception Strategies Choose reading materials including books I can choose what I want to read, from books, pamphlets, comics or posters Choose their own books/ comics/booklets/online books darllendafi Understand that print carries meaning and is read left to right, top to bottom Discriminate between letters in a range of contexts Link and identify a growing number of spoken sounds to letters I can follow the from left to right and from top to bottom with my finger I can recognise single letters in my environment I know what sound each letter or letters makes Model how to read by pointing to, following the from left to right with your finger as you read with your child. Match familiar letters on the page with your child Can you find the letter on the page? Can you find the same letter as me? When out and about look for familiar letters e.g. road signs, car number plates etc. Recognise the first sound in a word e.g. what sound can you hear at the start of this word? What sound does this letter make? Talk about familiar two letter sounds such as sh and ch

4 Reception Strategies apply the following reading strategies with support: phonic strategies to decode simple recognition of highfrequency context cues, e.g. pictures, initial sound repetition in text recognise that are constructed from phonemes (sounds) and that phonemes are represented by graphemes (written letters): orally blend combinations of known letters orally segment combinations of known letters use one-to-one correspondence between written and spoken word read simple such as consonant-vowelconsonant I can sound out simple I can recognise high frequency without sounding them out When I don t know a word I know that I can look at the pictures to help me When I don t know a word I know that I can say the initial sound to help me I can find or phrases which are repeated in the text I can recognise simple phonetic I know that sounds can be represented by written letters I can sound out letters in familiar and simple e.g. c-a-t = cat I can break simple down into their separate sounds e.g. cat = c-a-t Match spoken to their written form Read simple three letter such as; cat, dog, man, hat etc Sounding out simple with your child Recognising common see list of high frequency for your child Use the pictures and first letter sounds to work out an unknown word Recognising repeated and phrases in the book Say each letter sound in 3 letter e.g. c-a-t = cat or m-a-d = mad Play games where you speak in sounds with your child e.g. Go to b-e-d! Point to each word as it is read Regular practise reading simple ; start with three letter, build up a list together, make the using magnetic letters

5 Reception Strategies read simple captions and texts recognising highfrequency show an awareness of full stops when reading I can read phrases and sentences and I can read familiar straight away I pause/take a new breath when I see a full stop Recognise simple familiar and phrases in their immediate environment e.g. signs (keep your dog on a lead), labels, displays Point out full stops in their reading book show an awareness of the difference between stories and information texts use pictures to aid understanding of text v make meaning from visual features of the text, e.g. illustrations, photographs, diagrams and charts recognise and make meaning from and pictures on-screen I know that some books hold factual information and some books are story based I look at the pictures while I am reading to help me to understand what the writing is about I can reinforce my understanding by talking about the pictures, diagrams, charts etc I can read, match and use pictures when using the computer Talk about the differences between story and information books Look at the pictures to help them read the Talk about the pictures and diagrams they can see and understand what they mean Know and understand and pictures onscreen

6 Year 1 Strategies Choose reading materials and explain what the text is about and why they like it Talk about features of books such as contents page and titles. Link and identify spoken sounds to blends of letters and letter names. Recognise and use an increasing number of phonemes and their corresponding graphemes when blending and segmenting of up to two syllables. Apply the following reading strategies with increasing independence: - Phonic strategies to decode - Recognition of highfrequency - Context clues, e.g. prior knowledge - Graphic and syntactic clues - Self- - correction, including re-reading and reading ahead I can choose what I want to read and say why I have chosen it. I can talk about the different parts of the book. I can find and say the different letters and their sounds. I can use the sounds that I know to read in different ways. I can read some text on my own. I can use sounds I know to work out. I can read my high frequency. I can look for clues to help me read. I can use the pictures to help me understand. I can correct myself when I make a mistake. I can re-read a sentence when I have made a mistake. I can read ahead to see if it makes sense. Let me choose a book that interests me. Look at the front cover and tell me what the story might be about and what you like about it. Can you show me the title page? Can you tell me where to find the blurb? Why are pages numbered? What sound is this? Can you think of a word that starts with this sound? Can you find another word that starts/ends with the same sound? What could you use to help you work out what the word says? Can you break the word up? Can you read this sentence to me? Can you read this word on your own? Can you read this tricky/ red word? What could you use to help you work out what the word/sentence says? Can you use the picture to help you? had read the word wrong? had read the sentence wrong? Why did you read it again? had read that sentence right?

7 Year 1 Strategies Track print with eyes, finger pointing only at points of difficulty Decode unknown containing blended consonants and vowels by using strategies, e.g. segmenting phonemes, onset and rime. Read suitable texts with accuracy and fluency Read aloud with attention to full stops and question marks. Read aloud with expression, showing awareness of exclamation and speech marks. Identify simple text features such as titles and pictures to indicate what the text is about Look for clues in the text to understand information Understand the meaning of visual features and link to written text e.g. illustrations, photographs, diagrams and charts Identify and pictures on-screen which are related to a topic I can follow the in the story with my eyes and I only use my finger when I am stuck. I can work out what a word says using lots of different skills that I know. I can read carefully and confidently I can read aloud. I can read question marks and full stops. I can read aloud with expression. I can respond to exclamation marks and speech marks. I can use the title and pictures to say what a text is about I can look for clues in the text to help me understand I can understand pictures and charts and link them to the text e.g. illustrations, photographs, diagrams and charts I can say which and pictures on-screen are from our topic Can you read it without using your finger to point? Can you sound this word out? Can you split this word up? Can you think of any other ways of working the word out? Can you read the text without any help? Can you read this text to me? Can you tell me what. or? means? Can you read aloud with expression? How should your voice sound when you see! or? Read the title, what do you think the story might be about? What does the picture on the front cover tell you about the story? Can you find any that you know in the sentence? Can you use the that you know and the pictures to help you understand the sentence? Look at the picture, what do you think happens on this page? Why do you think the author has put a diagram/ chart on this page? Can you find any that you know? What do these mean?

8 Year 2 Strategies Choose reading materials independently giving reasons for their choices Use contents page and glossary within a range of texts Confidently use all phonemes and their corresponding graphemes when blending and segmenting polysyllabic Apply the following reading strategies with increasing independence to a range of familiar and unfamiliar texts: - Phonic strategies - Recognition of highfrequency - Context clues, e.g. prior knowledge - Graphic and syntactic clues - Self- correction, including re-reading and reading ahead Track a page of print with eyes, without difficulty Decode text with unfamiliar contents or vocabulary sustaining comprehension throughout. I can choose what I want to read and say why I have chosen it. I can use a contents page and a word list when I read different books I can use the sounds that I know to read in different ways I can read some text on my own. I can read some texts that are new to me on my own I can use sounds I know to work out. I can read high frequency. I can look for clues to help me read. I can use the pictures to help me understand. I can correct myself when I make a mistake. I can re-read a sentence when I have made a mistake. I can read ahead to see if it makes sense. I can follow the in the story with my eyes and without my fingers I can work out what a word says and show I understand what it means Can you tell me why you have chosen his book? Can you use the word list/ glossary to find out what means? Can you use the contents page to find what you are looking for/ the title of chapter? What could you use to help you work out what the word says? Can you break the word up? Can you read this sentence to me? Can you read this word on your own? Can you read this tricky/ red word? What could you use to help you work out what the word/sentence says? Can you use the picture to help you? had read the word wrong? had read the sentence wrong? Why did you read it again? had read that sentence right? Can you read it without using your finger to point? Can you sound this word out? Can you split this word up? Can you think of any other ways of working the word out? Ask who, what, why, when, how, which questions about the text

9 Year 2 Strategies Read a range of suitable texts with increasing accuracy and fluency Read aloud with attention to punctuation including full stops, question, exclamation and speech marks varying intonation, voice and pace Identify and use text features e.g. titles, headings and pictures to locate and understand specific information Look for key to find out what the text is about Use the different features of texts to make meaning, e.g. pictures, charts and layouts Identify key to search for information on-screen and modify search as necessary Identify key to search for information on-screen and modify search as necessary I can read different texts carefully and confidently I can read aloud, paying attention to full stops, question marks and speech marks. I can change my expression, voice and pace. I can use the title, headings and pictures to find and understand specific information e.g. titles, headings and pictures to locate and understand specific information I can use key to find out what the text is about I can use the different features of texts to help me understand what I read, e.g. pictures, charts and layouts I can identify key and search for information onscreen and I can change the key word to look again if I can t find what I need I can identify key and search for information onscreen and I can change the key word to look again if I can t find what I need Can you read the text without any help? Can you read aloud with expression? How should your voice sound when you see!? Can you read the next sentence a bit quicker? Read the title, what do you think the story might be about? What does the picture on the front cover tell you about the story? Can you find me some information about? Can you find the important in this sentence? Which help you to understand what the sentence is about? Can you use the picture to help explain the text? What does the chart/ diagram tell you? Cover the text and look at the picture, what can you tell me? Can you find on the internet? What word would you use to look for information about? Can you think of a different word to use? Can you find on the internet? What word would you use to look for information about? Can you think of a different word to use?

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