Learning to read

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Learning to read

• At
• Burnley Road School

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Every child differentEvery child matters.

• Everybody learns in different ways and uses
  different strategies to understand and remember
  new skills.
• The main ways that we learn are through
• Hearing
• Seeing
• Doing
• It is our responsibility to find the right ways
  for our children to learn.

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Teaching reading - the simple view

• Word recognition
• Language comprehension

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Word recognition (cracking the code)

• High-quality phonic teaching, secures the
  crucial skills of word recognition that, once
  mastered, enable children to read fluently and
  automatically thus freeing them to concentrate on
  the meaning of the text.
• This is a time-limited process.
• The Rose Report

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Language Comprehension ( understanding the code)

• developing the abilities necessary to
  understanding and appreciating written texts in
  different content areas and literary genres
  continues throughout the life span.
• The Rose Report

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Crucial pre-reading skills

• Importance of good sitting rules
• Talking about books and stories
• Making books a pleasure and part of the normal
  routine
• Words and signs in the environment
• Letting children see you reading as a
• pleasure.

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Word RecognitionPhonics in Foundation Stage

• Distinguish one sound from another
• Show interest in play with sounds, songs and
  rhymes
• Repeat words or phrases from familiar stories
• Enjoy rhyming and rhythmic activities
• Show awareness of rhyme and alliteration
• Recognise rhyme in spoken words
• Continue a rhyming string
• Hear and say the initial sound in words, know and
  say which letters represent some of the sounds
• Hear and say sounds in words in the order in
  which they occur
• Link sounds to letters, naming and sounding the
  letters of the alphabet
• Use their phonic knowledge to write simple
  regular words
• and make phonetically plausible
  attempts at more
• complex words.

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Letters and Sounds in Nursery

• Phase One
• Environmental Sounds
• Instrumental Sounds
• Body Percussion
• Rhythm and Rhyme
• Alliteration
• Voice Sounds
• Oral blending and segmenting

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Letters and Sounds in Reception Class

• Consolidate Phase 1 learning
• Phase 2 Develops children's knowledge of 19
  letters of the alphabet with one sound for each.
  Teaches and practises the skills of blending
  separate sounds together into whole words for
  reading and segmenting whole words into separate
  sounds for spelling. Teaches recognition of high
  frequency words.
• Phase 3 Develops children's knowledge of the
  seven remaining letters of the alphabet and
  graphemes to cover most of the phonemes
  represented by more than one letter. Teaches and
  practises the skills of blending and segmenting
  sounds represented by single letters and
  graphemes of more than one letter.
• Phase 4 There are no new GPCs to be learnt in
  this phase. Develops children's knowledge and
  skills of blending and segmenting words with
  adjacent consonants.

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Sight Vocabulary

• recognising words by the way that they look
• looking at the shape of words
• remembering tricky words words which cant be
  sounded out phonetically.
• Learning to recognise high-frequency words
• for some children this is the main way that they
  learn. If your child has trouble picking up
  phonics this may be the way forward for them.

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Progression of readingNursery Reception

• Listen to and join in with stories and poems,
  one-to-one and also in small groups
• Begin to be aware of the way stories are
  structured.
• Suggest how the story might end.
• Show interest in illustrations and print in books
  and in the environment
• Handle books carefully
• Know information can be relayed in the form of
  print
• Hold books the correct way up and turn pages
• Understand the concept of a word
• Enjoy an increasing range of books
• Know that information can be retrieved from books
  and computers
• Explore and experiment with sounds, words and
  texts.
• Retell narratives in the correct sequence,
  drawing on language patterns of stories
• Read a range of familiar and common words and
  simple sentences independently
• Know that print carries meaning and, in English,
  is read from left to right and top to bottom
• Show an understanding of the elements of stories,
  such as main character,
• sequence of
  events and openings, and how information can be
  found
• in non-fiction texts
  to answer questions about where, who, why and
  how.

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So how do we teach this so that it comes
together?

• Phonics daily session , carefully planned
  might be whole class or in smaller groups.
• Reception class take home sound books to share
  and to practise phonics skills
• Children are given lots of opportunities to
  practise and consolidate through their play and
  exploration at school.
• Rigorous and careful assessment helps to ensure
  they make progress at their own level
• Language Comprehension - shared reading and
  shared writing related to specific texts or story
  types.
• Extending vocabulary and understanding by
  learning new words.
• Guided reading and writing reading and writing
  in small groups, concentrating on either phonics
  or language comprehension so that both essential
  strands are developed.

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What can you do to help?

• DONT
• bully/ threaten!
• make them sit for too long
• get disheartened or angry
• Compete with other parents/ children!!!!!!
• TURN IT INTO A CHORE!!

• DO
• play lots of games to encourage listening /
  phonic/ comprehension skills
• Be creative!
• praise and encourage
• practise persevere
• read lots of different things with and to your
  child encouraging them to talk about what
  theyre reading.
• Ask for advice if youre worried or unsure
• ENJOY HAVE FUN!!!!!!!!!

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Really learning to read!

• This is what its all about!

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Phase 2 sounds

• s a t p
• i n m d
• g o c k
• ck e u r
• h b f,ff l,ll ss

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Phase 2 tricky words

• the
• to
• no
• go
• I

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Phase 3

• j v w x
• y z,zz qu
• ch sh th ng
• ai ee igh oa
• oo (boot/ look) ar or
• ur ow oi ear
• air ure er

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Phase 3 tricky words

• he she
• we me
• be was
• my you
• they her
• all are

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Phase 4 tricky words

• said so
• have like
• some come
• were there
• little one
• do when
• out what

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100 high frequency words

• the that not look put
• and with then dont could
• a all were come house
• to we go will old
• said can little into too
• in are as back by
• he up no from day
• I had mum children made
• of my one him time
• it her them Mr Im
• was what do get if
• you there me just help
• they out down now Mrs
• on this dad came called
• she have big oh here
• is went when about off
• for be its got asked
• at like see their saw
• his some looked people make