Year R Reading in Reception class
Start with Phonics – PHASE 1 L etters & Sounds Children should (Nursery): Show an interest in sounds, rhymes. Enjoy rhyming and rhythmic activities Show an awareness of rhyme (words that sound the same) and alliteration (that’s the same as my name, ‘s’ for snake and sun) Showing an awareness of the initial sounds in words (that begins with ‘s’ ‘t’ ‘m’)
PHASE 2 letters and sounds The aim is to increase children’s knowledge of grapheme - phoneme correspondence (GPC) and develop their skills of blending and segmenting with letters. 1)The children begin to hear the initial sounds of words and then the final sound of words (game) the most difficult hearing and saying the middle sound of words 2)EXAMPLE – blending and segmenting 3)Oral blending first and move onto independent blending Also teaches recognition of high frequency words and knowledge of 19 letters of the alphabet, with one sound for each.
Becoming an Independent reader : Once the children begin to blend independently, they are ready to read independently! ‘ Tricky words ’ ( passwords) are words which can not always be ‘sounded out’ or segmented. These are words they just need to know – photograph in their mind Put the tricky words around your home, on the doors so children become more familiar with them. (Red cards) Example – we, you, the, to, me, See list in the back of the booklet
When is my child ready for a reading book? We never rush the children on the reading books, when they are ready then they will begin with ‘ blank books ’ Our Steps: Letter sounds book – recognising the sound Character cards – naming the characters Reading the character names – recognition of character names Simple VC & CVC words. Can you blend? i-s =is, m-a-n=man We will share the ‘tricky words and letters of the week’ with you. See reading packs/ wallets Blank books- this encourages the children to tell story and talk about what is happening. It develops their communication and language. Phonics book Reading books – with ‘Tricky words’ to practise ready for their next book. (We don’t want them to ‘freeze’)
Reading rules The YR reading promise In class we model 3 rules to support them when reading. If they become struck on a words they must… 1)Sound it out (sound buttons) 2) If it is a longer a word reader a part at a time (today = to/day into = in / to) 3) Look at the initial sound ‘s’, what in the picture can you see beginning with ‘s’. ( see story ‘Pancake’ and ‘Toy’s Party ’ Don’t rush – allow children to work it out for themselves, give a 5 second rule or go back to it at the end. Later in Year 1 we ask them to miss the word out, continue to read on and predict the missing word.
Reading opportunities in YR Children have many opportunities to read in school : One to one with an adult in school Small guided read group Shared reading – whole reading Phased phonics learning Guided reading is when children have the opportunity to read other reading schemes and teachers has the opportunity to focus on key skills: Developing vocabulary Developing their understanding of the story Answering questions about the story Making prediction about the story All these support their comprehension skills It is good to ask a lot of questions!!
How can I help at home? The important part of reading at home is to establish a good reading routine : Children should read daily and we ask for children to read 10 minutes each evening. You have their reading pack for 1 week. Short reading bursts Comment on their progress, 5 comments = 1 sticker on their bookmark . Model how the hold the book correctly, where the start and where to go – left to right when reading to your child. Look at the features of a book – title, front cover, back cover, word, sentence, capital letters, full stops… and use these words at home with other books. Ask lots of questions, this develops their comprehension skills (See the back of book) Allow the children to blend as they read and then ask them to repeat it in their ‘ story voice’ or ‘teacher voice ’. When reading at home make simple references about thoughts and feelings of characters in the picture. I wonder why… Dad is frowning? I wonder how….? Talk about new words and discuss the meaning. Encourage the children to retell/summarise the story in the correct sequence.
How can I help at home? Show an interest in their reading Ensure they hold the book themselves Offer praise and encouragement Shared ‘happy time’ together Ownership of their own reading book Give them time to work out words Ensure it is a quiet time Use different approaches to reading books from school. EG – shared read, find the sound, frame a word…
How can I help at home? St. Peter’s Reading incentives : Remember to write a purposeful comment to inform the teacher of your child's progress at home. Reading display in class Bookmark stickers = Regular Reader awards termly. Certificates & Awards This resets a the start of each term.
How can I help at home? Examples Questions: Why did the boy feel sad? What happened to make him sad? Does Floppy like the water? How do you know? Why was she feeling tired? Once they have finished their story, do they have a good understanding about what has happened? Can they retell the story? Children who read at home make additional progress and this is evident in class.
Year R Expectations . By the end of YR children should be able to : Therefore the aim for children in YR is to read a simple sentence and have an understanding about what they have read. Children should be able to read a sentence or page and understood what they have read. EYFS - 30-50mths : Enjoys rhyming and rhythmic activities. • Shows awareness of rhyme and alliteration. • Recognises rhythm in spoken words. • Listens to and joins in with stories and poems, one -to-one and also in small groups. • Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. • Beginning to be aware of the way stories are structured. • Suggests how the story might end. • Listens to stories with increasing attention and recall. • Describes main story settings, events and principal characters. • Shows interest in illustrations and print in books and print in the environment. • Recognises familiar words and signs such as own name and advertising logos. • Looks at books independently. • Handles books carefully. • Knows information can be relayed in the form of print. • Holds books the correct way up and turns pages. • Knows that print carries meaning and, in English, is read from left to right and top to bottom.
EYFS - 40-60mths : Continues a rhyming string. Hears and says the initial sound in words. Can segment the sounds in simple words and blend them together and knows which letters represent some of them. Links sounds to letters, naming and sounding the letters of the alphabet. Begins to read words and simple sentences. Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books. Enjoys an increasing range of books. Knows that information can be retrieved from books and computers. Early Learning Goal Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Good reading routines, ensures great progress Y1 Reading expectations Good reading routines in EYFS, ensures good routines ready for Year 1. In Y1, we have an expectation that children read daily. This is monitored and children who don’t read daily, read at ‘reading club’ (lunch time) 10 mins daily is 1 hour additional per week. 4 hours monthly! Children who read at home make additional progress and this is evident in class.
Wider reading opportunities at home. To read your child at home – make reading part of their everyday lives. Go to the library Oxford Owls website (See Learning Platform) Reading expectations (See Learning Platform) Reading Express – with Mrs McKenna
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