Welcome to Harold Wood

Today’s Meeting• To briefly explain about ways we develop

skills of reading and writing in the EYFS.• To give you an overview of how we

develop your child’s phonic knowledge and skills.

• To help you understand how you can support your child at home.

Reading • Children in Reception will have

different levels of understanding and stages of development. Children develop at different rates.

• Gender/Previous experience/Age• Happy, confident children make the

best learners.

Books

•Books- begin with Oxford Reading Tree

•Independent /Guided Reading

Helping your child write• Using their whole body• Hand and finger play • Eye hand co-ordination. • Correct pencil grip.

Writing –Stages of writing1: Scribbles/ random marks on paper. 2: Pretend Writing3: Using just random letters4: Using initial sounds to represent

words. 5: Using a mixture of words and phonic

knowledge.

Letters and Sounds

6 phases• Phase 1 -ongoing ks1

• 1-4 in reception• Phase 5 -year 1• Phase 6- year 2

• Daily session -15 minutes

Phase 1

Children explore and experiment with sounds, differentiate between sounds and become familiar with rhyme ,rhythm and alliteration.

Phase 1 -7 aspects• Tuning into sounds-environmental sounds,• Instrumental sounds• Body percussion• Rhythm and rhyme• Alliteration• Voice sounds-stories• Oral blending and segmenting

Get your b-a-gPut on your h-a-t

Good listening skillsGive me 5• Eyes looking• Ears listening • Lips closed• Hands still

• Mind awake-thinkingNeed to model these skills

How can you help?

• Songs and nursery rhymes• Play a tune-follow me• Rhyming stories• Make a collection of different toys/objects what

sound does it makeduck-quack, snake- ssss

• What sound do they all begin with duck, doll , dog

• Play I spy

How can you help? Sound talk-Robot talking• I spy a p-e-g I spy a c-u-p• Where’s your other s-o-ck?• Simon says touch your h-ea-d Simon says touch your ch-i-n.

Phase 2• Learning 19 letters of alphabet

and one sound for each(Sounds /names)

Sounds-phonemesorder learnt not alphabeticalAlso learn graphemes Blend and segment c.v.c. words• Jolly Phonicsmovement/listening/seeing/writing

How can you help?• Learn songs• Use magnetic letters use letters

taught-find these• Write letters-sound books Large physical movements• Make an alphabet book/buy a poster

Reading words•Blending sounds

together to make words s-a-t p-

a-t

c-a-t r-a-n

•Sound buttons

Aim is to read word automatically

Spelling words• Segmenting words into their

separate sounds dog d-o-g• Begin to read simple captions

dad and nanpat a dog

pots and pans

How can you help?• Use letters to make little words- put

letters to-gether S a t p at sat pat tap • Make a word and then break it up met m-e-t• Word boxes• Spelling –more difficult –so praise

attempts.

Phase 3

• Remaining 7 letters of alphabet

• Digraphsch c –h

sh s-h

digraphs• We say ai as in rain

r-ai-n

• We say igh as in night

n-igh-t

Phase 4• No new phonemes at this stage• Children learn to blend and segment

longer words swim clap jump

Children move from cvc words like pot to cvcc words pots and ccvc words

spots

Alien words• j-ai-n• ch-ai-g • s-p –l-or-d-i-d

High-frequency wordsWe introduce 45 ‘high-frequency

words’, which your child is most likely to come across when they start reading.

Some of these can be sounded out, but there are also some tricky words that need to be learnt on their own as a whole, because they are irregular and cannot be sounded out, e.g. come, was.

Tricky words do not follow the rules

the t he

go

to

I

How can you help?• Set a timer-call out a word get your child

to spell it-magnet board. How many words?

• Hide words in sand set a timer hold up word you want them to hunt for-say I am looking for word ‘the’-go

• Play pairs two words at a time try to find matching pair tricky words-the-the no- no into-into

• Write word with finger in flour, paint brush and water

• The more children are exposed to activities involving Letters and Sounds the quicker they consolidate skills.

• Please ask for help if you are not sure.

Thank you for your time and interest