Learning to Learning to ReadRead

Information for Parents Information for Parents

1313thth March 2014 March 2014

Why is reading so important? Why is reading so important? It is the greatest gift we can give to our children.It is the greatest gift we can give to our children. If children can’t read, then they can’t access the rest of the If children can’t read, then they can’t access the rest of the

curriculum. curriculum. Research has shown that children who read fluently and Research has shown that children who read fluently and

enjoy reading do better at school – enjoy reading do better at school – it changes their lives.it changes their lives. Reading helps to develop children’s vocabulary, their Reading helps to develop children’s vocabulary, their

imagination and opens their minds to new concepts – life-imagination and opens their minds to new concepts – life-long skills.long skills.

Research also shows that children who are supported at Research also shows that children who are supported at home tend to read for pleasure, do better at school and are home tend to read for pleasure, do better at school and are therefore more successful in life. So thank you for coming! therefore more successful in life. So thank you for coming!

How do we ever learn to How do we ever learn to read?read?

Me gustaría poder leer esta frase en la pizarra.

What problems did you experience?

This is how a child feels when they first start to read!

Learning the Sounds – Phase Learning the Sounds – Phase 22

Set 1Set 1 -- s, a, t, p,s, a, t, p,

Set 2Set 2 -- i, n, m, d,i, n, m, d,

Set 3Set 3 -- g, o, c, k,g, o, c, k,

Set 4Set 4 -- ck, e, u, r,ck, e, u, r,

Set 5Set 5 -- h, b, f, ff, l, ll, ss,h, b, f, ff, l, ll, ss,Pure sounds are very important – drop the ‘uh’Pure sounds are very important – drop the ‘uh’

http://www.focusonphonics.co.uk/sound.htm

Blending Blending • Once they can read m, a, s, d and t they start to blend

so that they can read real and nonsense words. e.g. m-a-n man. d-a-s das

Phase 3 and 4Phase 3 and 4GraphemesGraphemes: :

ear, air, ure, er, ar, or, ur, ow, oi, ai, ee, igh, oa, ear, air, ure, er, ar, or, ur, ow, oi, ai, ee, igh, oa, oooo

Consonant digraphs:Consonant digraphs:ch, sh, th, ng.ch, sh, th, ng.

Letter Progression:Letter Progression: Set 6 -Set 6 - j, v, w, xj, v, w, x

Set 7 -Set 7 - y, z, quy, z, qu

Phonemes for BlendingPhonemes for Blending

start = 4 phonemes start = 4 phonemes

s-t-s-t-arar-t-t

thigh = 2 phonemesthigh = 2 phonemes

thth--ighigh

Now your turn!Now your turn!

Count the phonemes:Count the phonemes:

meetmeet

flightflight

scoopscoop

bringbring

kitekite

Phase 5Phase 5

Graphemes and their alternative Graphemes and their alternative spellings:spellings:

ay, ou, ie, igh, ea, ee, oy, ir, ay, ou, ie, igh, ea, ee, oy, ir, ue, aw, wh, ph, ew, oe, au, a-e, ue, aw, wh, ph, ew, oe, au, a-e,

e-e, i-e, o-e, u-e. e-e, i-e, o-e, u-e.

Phase 6 Phase 6 – – revision and Year 2 spelling rulesrevision and Year 2 spelling rules

Alternative SpellingsAlternative Spellings

• Write down as many ways as you can to make the sound, ay.

There are many different ways!There are many different ways!

ay payay payeigh neigheigh neigha_e latea_e lateai paidai paid

ea break ea break ei reinei rein

a acorna acorn ey theyey they

aigh straightaigh straight

In addition to this, the children learn In addition to this, the children learn ‘tricky’ words (those that are not spelt ‘tricky’ words (those that are not spelt

phonetically)phonetically)

There are 300 words to learn on the key There are 300 words to learn on the key sight word list!sight word list!

Tricky Words

‘‘Sight’ words are everywhere!Sight’ words are everywhere!

We learn rhymes to recall tricky We learn rhymes to recall tricky words.words.

Have fun making up rhymes Have fun making up rhymes with your children. with your children.

Make up a rhyme for: Make up a rhyme for:

saidsaid

Segmenting for SpellingSegmenting for Spelling

Children need to be able to hear the Children need to be able to hear the sounds. sounds.

Children use their fingers for spelling. Children use their fingers for spelling.Shop, floor, Shop, floor,

Practise using your fingers to spell:Practise using your fingers to spell:

whenwhenblueblue

sight sight

How can you help with phonics?

• Ask the teacher which phase your child is on.

• Play games at any time – you say the sounds, they say the word.

• Encourage your child to learn the sounds.• Encourage your child to blend (sound out)

using the sounds they know.• Encourage your child to read the tricky

words regularly e.g. play matching pairs/bingo.

• Make up rhymes for tricky words.• Encourage your child to use their fingers

for segmenting (spelling the words). • Class pages – useful website links• Praise a lot!

Phonic WebsitesPhonic Websiteshttp://www.oxfordowl.co.uk/for-home/reading-owl/expert-help/phonics-made-easy

http://www.phonicsplay.co.uk/ (Click on ‘Free Phonics Play’)

www.starfall.com

http://www.letters-and-sounds.com/

http://jollylearning.co.uk/

http://www.ictgames.com/literacy.html

ComprehensionComprehension• Talk about the book before you start reading it – look

at the front cover and the blurb. Make predictions about what might happen in the book.

• If your child is not yet fluent, share the reading with them – you read a bit, they read a bit.

• Talk about the book and ask questions.

• Two common types of questions: Literal and inferential.

• Read the text on your table and have a look at the ideas for questions. Come up with 2 questions you could ask.

How to choose suitable booksHow to choose suitable books• Visit your local library.

• Don’t be frightened of picture books even if your child is an able reader.

• http://www.booktrust.org.uk/

• http://childrensbooksguide.com/top-100

• https://www.scholastic.com/100books/pdf/Top_100_Childrens_Books_of_All_Time.pdf

• Encourage your child to develop a knowledge of authors.

Finally!Finally!• Make reading fun – not a battle ground.

• Encourage your child to read words everywhere – road signs, shop names, food labels, game instructions, magazines, comics, books, jokes, poems, emails…

• Play with words – make up rhyming sentences, make up alliteration sentences (Black bug bit a big black bear), play I-spy, make up sentences using car number plates, make up stories together, play hangman, look for the longest word in a dictionary, make up anagrams (e.g. throme = mother).

• Read to your child and re-read favourite books.