Reading in Reception class Start with Phonics PHASE 1 L etters - - PowerPoint PPT Presentation
Year R Reading in Reception class Start with Phonics PHASE 1 L etters & Sounds Children should (Nursery): Show an interest in sounds, rhymes. Enjoy rhyming and rhythmic activities Show an awareness of rhyme (words that
Children should (Nursery): Show an interest in sounds, rhymes. Enjoy rhyming and rhythmic activities Show an awareness of rhyme (words that sound the
same) and alliteration (that’s the same as my name, ‘s’ for snake and sun)
Showing an awareness of the initial sounds in words
(that begins with ‘s’ ‘t’ ‘m’)
The aim is to increase children’s knowledge of grapheme-
phoneme correspondence (GPC) and develop their skills of blending and segmenting with letters.
1)The children begin to hear the initial sounds of words and
then the final sound of words (game) the most difficult hearing and saying the middle sound of words
2)EXAMPLE – blending and segmenting 3)Oral blending first and move onto independent blending Also teaches recognition of high frequency words and
knowledge of 19 letters of the alphabet, with one sound for each.
Once the children begin to blend independently, they are
ready to read independently!
‘Tricky words’ (passwords) are words which can not always be
‘sounded out’ or segmented. These are words they just need to know –photograph in their mind
Put the tricky words around your home, on the doors so
children become more familiar with them. (Red cards)
Example – we, you, the, to, me, See list in the back of the booklet
We never rush the children on the reading books, when they are
ready then they will begin with ‘blank books’
Our Steps: Letter sounds book– recognising the sound Character cards – naming the characters Reading the character names – recognition of character names Simple VC & CVC words. Can you blend? i-s =is, m-a-n=man We will share the ‘tricky words and letters of the week’ with you.
See reading packs/ wallets
Blank books- this encourages the children to tell story and talk
about what is happening. It develops their communication and language.
Phonics book Reading books – with ‘Tricky words’ to practise ready for their next
In class we model 3 rules to support them when reading. If they
become struck on a words they must…
1)Sound it out (sound buttons) 2) If it is a longer a word reader a part at a time (today =
to/day into = in / to)
3) Look at the initial sound ‘s’, what in the picture can you see
beginning with ‘s’.
(see story ‘Pancake’ and ‘Toy’s Party’ Don’t rush – allow children to work it out for themselves, give a
5 second rule or go back to it at the end.
Later in Year 1 we ask them to miss the word out, continue to
read on and predict the missing word.
Children have many opportunities to read in school: One to one with an adult in school Small guided read group Shared reading – whole reading Phased phonics learning Guided reading is when children have the opportunity to read
focus on key skills:
Developing vocabulary Developing their understanding of the story Answering questions about the story Making prediction about the story All these support their comprehension skills It is good to ask a lot of questions!!
The important part of reading at home is to establish a good reading routine:
Children should read daily and we ask for children to read 10 minutes each
Short reading bursts
Comment on their progress, 5 comments =1 sticker on their bookmark. Model how the hold the book correctly, where the start and where to go –
left to right when reading to your child.
Look at the features of a book – title, front cover, back cover, word,
sentence, capital letters, full stops… and use these words at home with
Ask lots of questions, this develops their comprehension skills (See the back
Allow the children to blend as they read and then ask them to repeat it in
their ‘story voice’ or ‘teacher voice’.
When reading at home make simple references about thoughts and
feelings of characters in the picture. I wonder why… Dad is frowning? I wonder how….?
Talk about new words and discuss the meaning. Encourage the children to retell/summarise the story in the correct
sequence.
Show an interest in their reading Ensure they hold the book themselves Offer praise and encouragement Shared ‘happy time’ together Ownership of their own reading book Give them time to work out words Ensure it is a quiet time Use different approaches to reading books from school.
EG – shared read, find the sound, frame a word…
Remember to write a purposeful comment to inform
the teacher of your child's progress at home. Reading display in class Bookmark stickers = Regular Reader awards termly. Certificates & Awards This resets a the start of each term.
Examples Questions:
Why did the boy feel sad? What happened to make him sad? Does Floppy like the water? How do you know? Why was she feeling tired? Once they have finished their story, do they have a good
understanding about what has happened? Can they retell the story?
Children who read at home make additional progress and this is evident in class.
.By the end of YR children should be able to :
Therefore the aim for children in YR is to read a simple sentence and have an understanding about what they have read.
Children should be able to read a sentence or page and understood what they have read.
EYFS - 30-50mths:
Enjoys rhyming and rhythmic activities.
left to right and top to bottom.
EYFS - 40-60mths:
Continues a rhyming string.
Hears and says the initial sound in words.
Can segment the sounds in simple words and blend them together and knows which letters represent some of them.
Links sounds to letters, naming and sounding the letters of the alphabet.
Begins to read words and simple sentences.
Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.
Enjoys an increasing range of books.
Knows that information can be retrieved from books and computers.
Early Learning Goal
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
read.
Y1 Reading expectations
Good reading routines in EYFS, ensures good
routines ready for Year 1.
In Y1, we have an expectation that children read
daily, read at ‘reading club’ (lunch time)
10 mins daily is 1 hour additional per week. 4 hours
monthly! Children who read at home make additional progress and this is evident in class.
To read your child at home – make reading part of their
everyday lives.
Go to the library Oxford Owls website (See Learning Platform) Reading expectations (See Learning Platform) Reading Express – with Mrs McKenna