ReceptionReading Meeting24th September 2015

Please sign the Register

“Parents are potentially in the very best position to make reading a personally rich and rewarding experience”

(Graham and Kelly, Reading Under Control)

Objectives of this meeting

Parents/carers will:• have an awareness of skills your child may be

showing as an early reader.• become more familiar with phonics and the

Read Write Inc scheme.• know simple things they can do to support their

child with their reading development.

Early reading skills• Recognising print in the environment.• Finding own name in different places around the

classroom. • Recognising there is a difference between print/pictures.• Understanding print carries meaning, and that English is

read from left to right and top to bottom. • Holding the book the correct way, turning one page at a

time, looking at the left page first.• Responding in a group to stories and texts, answering

simple questions, making predictions, having favourite characters, etc.

• Having opportunities to listen to a range of texts. • Reading for enjoyment!

Phonics• We use the Read Write Inc scheme by Ruth Miskin. • The scheme works by matching a phoneme (sound) to a grapheme (written letter) in order to read ‘green words’. • The individual letter sounds are not taught in alphabetical order. This is the

order for Set 1 sounds:

m a s d t i n p g o c k u b f e l h sh r j v y w th z ch qu x ng nk

• We teach the children 5 pure sounds at a time and then look at oral sound blending and the children blending these sounds themselves.

• m a s t d

Phonics• As we teach more sounds we are able to make more words. Your

child would need to have learnt m a s d t i n g p o and be able to hear the sound blending of these words before they can blend and read the words independently.

Red Words• Alongside phonics and sounding out we need to teach ‘red words.’

these are often high frequency words or words that cannot be sounded out.

Green and Red word cards

• We will send home copies of these words on cards as your child is ready.

• These can be cut up and copied as you wish in order to help your child learn them.

• You could play snap or bingo, stick them to the wall etc – anything that helps!

Ditties/storybooks • Once your child is able to blend some simple CVC words and recognises

some Red words we will send home a reading book matched to his/her level.

Beyond set 1 and ditties• Once your child is confident with set 1 sounds, hearing oral blending and

blending themselves they will move to set 2 sounds. These are:

ay, ee, igh, ow, oo, oo, ar, or, air, ir, ou, oy.

• A rhyme is linked to the grapheme e.g. blow the snow for ‘ow’.

• A similar process follows in that the children then learn words containing these sounds and are then exposed to books containing these words.

Reading Diaries• In order for your child to receive two stampers you must record at

least four entries in their diary each week.

• This can be a bedtime story you read to your child (their library book or any other book), your child reading their levelled book to you or any other reading you share (websites, magazines, cereal packets etc!)

In addition to this reading we ask you…

• To support, encourage and praise your child’s attempts at reading - an unconfident child is a reluctant reader.

• To demonstrate a love of reading and reading for a purpose yourself – show them why it’s important!

• To trust us to do the teaching - it’s our job and we’re good at it!

We hope this has answered many of your questions – but if not, now is your chance to

ask!

AOB•Bug Club

•Forest School and PE kits

•Labelling of clothes

•Home/school communication

•Absence notes

•Items we need in book bags

•Snack contributions

•Wow leaves

•Chatter bags

•School website

•Packed lunches

•School dinners

Please complete the evaluation sheet before you leave. Thank you!

A copy of this presentation will be published on the

website.