Literacy evening for
Reception and Key Stage 1
Tuesday 19th November 2013
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Aims of the evening
• How we teach reading
• Book banding
• School library developments
• How we teach writing
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What does Reception and Key Stage 1
mean?
• Reception -
Early years foundation
stage
• Key Stage 1 - Years 1 and 2
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Reading
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Why read?
• For pleasure
• To find things out
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10 benefits of reading
1. Children who read often and widely, get
better at it
2. Reading exercises our brain
3. Reading improves concentration – sit still,
quietly focus
4. Reading teaches children about the world
around them – people, places, events outside
their own experience
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10 benefits of reading
5. Reading improves children’s vocabulary, leads
to more highly-developed language skills
and develops children’s ability to write well
6. Reading develops children’s imaginations –
descriptions into pictures; imagine how the
characters feel
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10 benefits of reading
7.
8.
9.
10.
Reading helps children develop empathy
Children who read do better at school
Reading is a great form of entertainment
Reading relaxes the body and calms the
mind – how to relax and be silent
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The importance of reading
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The importance of reading
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The importance of reading
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How we teach reading
•Phonics
•Guided reading
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Phonics
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What is phonics?
• Letters and sounds
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•
•
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26 letters in the alphabet
Combinations of letters make 44 sounds
Short vowel sounds: a, e, i, o, u
Long vowel sounds: combinations of more than one
vowel = digraphs: ai, ee, igh, oa, ue
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What is phonics?
• What sounds letters make
• Eg, s says ssss; oa in coat says o
• How to represent sounds with
letters/combinations of letters
• Eg, to write the long o sound in coat you need oa
• To write the long e sound in feet you need ee
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What is phonics?
• Segmenting words into sounds
• Blending sounds to say/read words
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What is phonics?
• Phoneme = a unit of sound
• The word cat has 3 phonemes: c-a-t
• Train has 4 phonemes: t-r-ai-n
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How do we teach phonics?
• From Reception to Year 2
• In small groups
• Children grouped depending on where they
are upto in their phonic knowledge
• There are 6 phases to teaching phonics
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Phonics
Phase 1:
• Nursery and Reception
• Environmental sounds: in their play, sounds
animals make, sounds different objects make
• Instrumental sounds: shakers – how sounds can
be changed, musical instruments, making up
simple rhymes
• Body percussion: march, stamp, clap to the beat
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Phonics
Phase 1:
• Rhythm and rhyme: build up a stock of rhymes
from hearing them repeated over and over
again
• Where English is an additional language, songs
and rhymes help children to tune into the
rhythm and sound of English
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Phonics
Phase 1:
• Enjoying and sharing books
• Word play: inventing new rhymes
• Alliteration: please can I have some sizzling
sausages/chunky chips
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Phonics
Phase 1:
• Book area: lots of books with alliterative
rhymes and jingles
• Voice sounds: eg We’re going on a bear hunt:
use sound effects: swish swish through the
grass, squelch squelch in the mud
• Children vocalise sounds as they play: h, h, h,
when hopping; b,b,b when bouncing a ball
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Phonics
Phase 1: Oral blending and segmenting
Oral blending:
• It’s time to get your c-oa-t, coat.
• Touch your t-oe-s, toes.
Toy talk:
• A toy that can speak in sound-talk:
• What would Gabby like for tea today?
• Ch-ee-se, cheese
• eg. Fish, cake, pie, soup
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Phonics
Phase 1: Oral blending and
segmenting: Nursery and Reception
Clapping sounds:
• Words using s,a,t,p,i,n letters:
• Eg. Sat, pin, nip, pat, tap, pit, pip,
• Which one?
• Lay out objects with names that contain three
phonemes, eg. l-ea-f, sh-ee-p, s-oa-p
• Use the sound-talk toy
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Phonics
Phase 2: move to blending and segmenting
with letters
• In Reception and for those who still need it,
into years 1 and 2.
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Phonics
Phase 2: move to blending and
segmenting with letters
• Out loud
• Action for each sound:
• S – weave hand in an s shape, like a snake and
say ssss
• A – wiggle fingers above elbow as if ants
crawling on you, saying a, a, a
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Phonics
Phase 2: move to blending and
segmenting with letters
• Learning the sounds does not follow
alphabetical order
• Introduced to at least 19 letters of the
alphabet
• s, a, t, p, i, n
• Move on from oral blending and segmenting
to blending and segmenting with letters
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Phonics
Phase 2: move to blending and
segmenting with letters
• Oral segmenting : s-a-t
• Oral blending: sat
• Clapping the sounds/sound fingers
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Phonics
Phase 2: move to blending and segmenting
with letters
• Use magnetic boards and letters
• Phoneme frames where they write the letters
• Sound buttons /sound fingers
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Phonics
Phase 2
• a phoneme frame showing a word with three
phonemes/sounds
s
a t
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Phonics
Phase 2
• a phoneme frame showing a word with three
phonemes/sounds
c
oa t
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Phonics
Phase 2:
• Need to apply their phonic
knowledge in writing words and
sentences
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Phonics
Phase 2:
• Daily teaching sequence:
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Revisit and review
Teach
Practise
Apply
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Phonics
Phase 2:
• Initially in Reception the children will bring
home books for you to share with them
• Once they know some sound/letter
correspondences and sight words they will
start to bring books home which follow simple
phonic patterns
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Phonics
Phase 2:
• Importance of applying their phonic skills of
segmenting and blending when beginning to
read
• Need lots of books with phonic patterns in
• Need to read the books over and over again
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Phonics
Phase 2:
• Importance of sight words too:
• 32 of the first 100 high frequency words: eg.
an, as, can, dad
• Include tricky words which have to be learnt
on sight: eg. no, go, into
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Phonics
Phase 3:
• Learn the rest of the sounds so they know the
44 sounds
• Introduced to long vowel sounds:
combinations of letters to make a sound:
• Eg. ai (rain), ee (feet), ie (tie), oa (boat),
• ue (blue)
• Next 24 of the first 100 high frequency words
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Phonics
Moving on in the phases
• Children will be moved on in the phonic
phases when they are ready to, regardless of
whether they are in Reception, Year 1 or Year
2
• Children who are not secure on the sounds in
phase 2 will not move onto those in phase 3
until they are ready to.
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Phonics
Moving on in the phases
• So your child may move into Year 1 or even
Year 2 and still be on phase 2 or 3
• If that is the case that is where they are upto
in their phonics learning and they won’t
master the next phase until they are secure on
the previous one.
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Phonics
Moving on in the phases
• Some children take a lot longer than others to
master phonics
• Those children who need to will go to Mrs
Priest, our SENCO for additional literacy
support, and they will have an IEP: an
individual education plan
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Phonics
Phase 4:
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No new sounds introduced
Adjacent consonants: went, frost
Words may have 4 or 5 phonemes:
F-l-a-g, ch-i-m-p
S-p-e-n-d, g-r-a-s-p
Polysyllabic words: chil-dren, sham-poo
20 more high frequency words to learn
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Phonics
Phase 5
Different ways to spell long vowel sounds:
• Eg. Long a sound instead of ai: spelt –ay as in
day; a-e as in cake
Alternative pronunciations:
• Eg i instead of as in t-i-n mind, find
• 24 more high frequency words to learn
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Phonics
Phase 5
• There are lots to learn
• The most difficult phase to master
• If children are not secure on phase 3, where
they were introduced to the first way to read
and spell the long vowel digraphs: ai, ee, igh,
oa, ue, then they can not pick up phase 5
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Phonics
Phase 5
• They may have to revisit phase 3 to make sure
they are secure first
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Phonics
Phase 6
• By this stage children should be able to read
hundreds of words by:
• Sight
• Decoding (segmenting) silently and quickly
• Decoding aloud
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Phonics
Phase 6
• Children’s spelling should be phonetically
accurate, although it may still be a little
unconventional
• Spelling usually lags behind reading, as it is
harder
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Phonics
Phonics screening test
• Year 1
• Re-sit in Year 2
• Need to be secure on phase 5 to do well on it
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Phonics
into Year 3
• We would hope that the majority of children
are secure at phase 5 by the time they move
into Year 3 where they will continue to do
phonics
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Phonics
What you can do to help at home
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Reinforce what your child is doing at school
Practise the sounds/words that come home
5/10 minutes a night
Little and often is more effective than one
long session
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Phonics
What you can do to help at home
• 30 children in a class
• Secure on different sounds and words
• Those children who get to practise their
sounds and words at home do better than
those who don’t
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Book banding
• Books are organised into colours according to
National Curriculum levels
• These levels go from working towards Level 1
upto 4a, so continue into Key Stage 2
• In Stanwix, we have a range of books from
different publishers within each band, eg.
Oxford reading tree, Ginn
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Book banding
• Within each class, the books are arranged in
baskets according to their book banding
colour
• It’s not a case of rushing through the baskets
and only reading a book once
• It’s about enjoying a book and understanding
it, not just decoding the words on the page
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Book banding
• Within each book band there are stories,
poetry and information books
• Children need to be able to read all of these,
not just the stories
• Some publishers’ books seem easier, eg.
Oxford reading tree
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Guided reading
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What is guided reading?
• Where children share the same book in a small
group of 6 children with a teacher/teaching
assistant
• In this way, every child is heard reading at least
once a week
• Children are in groups according to what they
need to learn to do with their reading: decoding,
comprehension
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What is guided reading?
• Children get to practise their decoding
(phonics) skills and recognising the sight
words they have learned, as well as learning
additional reading strategies like, going back
and re-reading, missing out the word and
reading on to the end of the sentence
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What is guided reading?
They are taught how to:
• Predict what might be going to happen
• Find answers to questions
• Read between the lines
• Discuss the setting, the plot, the characters
• Understand the author’s use of language
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What is guided reading?
They are taught how to:
• Learn to read unknown words
• Widen their vocabulary
• Read a poem/an information book
• Find their way around an information book
• Make connections between other books
• Say what they like/dislike
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What do the rest of the class do
during guided reading?
• They work in groups on independent reading
activities
• Which follow on from what they read in their
group in a previous session
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When do we listen to your child
read outside of guided reading?
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Impossible to do this while teaching
Do it when on PPA Time
That’s why guided reading is so important
That’s why it is important to listen to your
children read every night
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How do we decide what level of book your
child needs to be on?
For every child there is an:
• Easy
• Instructional
• Hard
level of reading book for them
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How do we decide what level of book your
child needs to be on?
Also, being able to read every word on the page
does not make them a good reader
They have to read with fluency, at a good pace,
with expression, pausing at the right places
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How do we decide what level of book your
child needs to be on?
They have to:
Have understood what they have read
Be able to talk about their reading
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Book banded reading books which come
home
• These should be easy
• But we tend to send instructional books home
because we expect you to listen to your child
read
• Ideally, they should read an easy book and
part of their instructional book each night
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Our school library
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Our school library
• Computerised borrowing system
• All classes can borrow from it, although not
much suitable for Reception and Key Stage 1
to read on their own yet
• Can borrow books to share with someone at
home
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Re-fit of our school library
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Re-decoration
New purpose-built shelving
New carpet
New furniture
Inspirational words on the wall
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Re-fit of our school library
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Re-fit of our school library
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Re-fit of our school library
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Writing
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Why is writing important?
• Your child will need to write for themselves
and others throughout their lives
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New Curriculum for 2014
The New Curriculum for 2014 talks about writing
in terms of:
• Composition
• Transcription
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Composition
Involves:
• Planning, forming, articulating your ideas
• Organising your ideas coherently for the
reader
• Being aware of your audience and the
purpose for your writing
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Composition
Involves:
• How to structure your ideas
• Using standard English grammar properly
• Having a wide knowledge of vocabulary and
making effective use of it
• Using punctuation correctly
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Transcription
Involves:
• Handwriting
• Spelling
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How do we teach Composition?
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Linked to our topic work
Build up to a piece of writing
Scaffold the children all the way
Show good examples of the type of writing
Model how to write
Shared writing
Independent writing
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How do we teach Composition?
• Build in improvement time
• Children are aware of learning objectives and
success criteria
• It may take 2/3 weeks to teach a particular
piece of writing
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How do we teach composition?
Teach:
• The structure of the piece of writing, eg a
recount, a report, an explanation, a story
• VCOP
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What is VCOP?
V = vocabulary
C = connectives
O = openers
P = punctuation
adjectives/adverbs
and, but, so, because
Then, Next, However
capital letter , full stop
?!,“ ”
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What is VCOP?
• Like phonics teaching, there is an order in how
the different VCOP skills are taught
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Importance of the perfect sentence
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Capital letter
Full stop
Finger spaces
Makes sense
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How do we teach transcription?
Handwriting:
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Regular discrete lessons
Modelling of handwriting
Correct letter formation/orientation/size
Difference between tall and small letters
In-strokes
joining
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How do we teach transcription?
Handwriting: Aiming for:
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Correct letter formation/orientation/size
Difference between tall and small letters
In-strokes
joining
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How do we teach transcription?
Spelling:
• Linked to phonics lessons
• Linked to topic lessons
• High frequency words
• Tricky words
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How do we teach transcription?
Spelling: Methods:
Look, say, cover, write, check
Magic spelling
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Thank you for coming
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