Reading and Writing in Reception

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Reading and Writing in Reception
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Aims of this session

• To become familiar with how we start reading and
  writing at school.
• To understand what we mean by shared and guided
  reading and writing.
• To learn about how we teach phonics.
• To clarify what home / school reading means.
• To encourage a love of reading and writing for
  our children.

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How We Get Started - Reading

• Daily sharing of stories - this may be reading
  Big books, home time stories, reading poems and
  rhymes, exploring non fiction texts.
• Continuous access to well stocked book corners
  and author boxes.
• Daily phonics teaching - including teaching
  tricky words.
• Choosing quality texts and offering a wide
  variety of texts including poetry and
  non-fiction.
• Weekly storytelling sessions using a story cloak
  and props.
• Continuously making texts great fun and exciting!

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Shared Reading

• Using Big books this enables us to model many
  strategies that are needed to enable children to
  decode words and make sense of the text.
• Using other stories - quality texts are chosen to
  build on enthusiasm and enjoyment.

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Guided Reading

• This starts off in pairs before developing into a
  group session.
• A specific text is chosen to maximise the
  learning for a particular group i.e. it targets
  their needs.
• The session is often started with some practise
  of phonics and key vocabulary.
• The children will follow their teacher as they
  point to each word and use picture clues to
  predict words.
• They will practise blending and segmenting to
  read.
• They will also attempt to read on their own after
  the initial teacher led reading, using the
  repetition and key vocabulary in the book.
• There will be time to discuss the
  characters/events in the story or interesting
  information in non-fiction books.

6
Independent Reading

• Children have daily access to reading corners in
  their classroom which have a wide selection of
  texts which we swap around regularly.
• Author boxes - we have many author collections so
  that children can become familiar with a
  particular authors style of writing.
• Children love to play read to themselves or
  with a friend which helps to foster their
  enjoyment of stories and non-fiction books.

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Phonics

• Phonics is taught systematically following
  Letters and Sounds and we use Jolly Phonics and
  Big Cat phonics to deliver the programme. Both
  are interactive schemes which involve the
  children actively in their learning.
• Children learn the 44 phonemes (or units of
  sound) through songs and actions and then learn
  to blend them to read and segment them to write.
• We play lots of games and use puppets and other
  resources to make the learning fun.
• Letters and Sounds also delivers a tricky word
  programme so that each week the children build up
  a sight vocabulary which we practise regularly.
  We put these words on our Word Wall so that the
  children can refer to them at all times.

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Home/school Reading

• Your child will bring home a graded reading book
  with a colour sticker to read to / with you.
• Your child may try to use a finger to point to
  each word as they read and use picture clues to
  work out some words.
• They may also try to segment and blend some words
  to read as we have practised at school.
• Please write a a comment to respond to the
  teachers comment in the reading diary. This
  dialogue is important so that we know how your
  child is progressing with their reading.

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Shared Writing

• Whole class writing enables us to model
  strategies that are needed to enable children to
  segment words for spelling.
• It reinforces how sounds in words are represented
  using letters.
• It begins to introduce children to sentence
  structure, capital letters and full stops.

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Guided Writing

• This starts off in pairs before developing into a
  small group session.
• Writing is based around a familiar text.
• Talk for writing is used to develop childrens
  confidence in writing and provide a clear
  structure.
• Children are encouraged to say the word slowly,
  hear the sounds and write the letters that
  represent the sounds.
• Alphabet/phonic mats help with identifying and
  forming the letters.

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Independent Writing

• Children begin to write using gross motor
  movements which become refined as the they
  develop their hand-eye co-ordination and fine
  motor skills.
• Opportunities to strengthen hand muscles and
  pincer grip are provided on a daily basis.
• Children have daily access to writing activities
  in their classroom which have a wide variety of
  purposes for mark-making.
• Marks can be made using anything from pens to
  fingers in shaving foam get creative!

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Thank you

• Many of your children have already come to school
  with a love of books and mark making - this makes
  our job much easier!
• Keep up the good work please read to and with
  your child any time or anywhere - in bed, in the
  car, in the bath!
• HAPPY READING
• AND
• WRITING!