Literacy

• Reading

• Spelling

• Writing

Reading

•Creating a love of reading in children is probably one of the most powerful ways of improving children’s academic achievements in school and beyond.

Reading•Reading is all about acquiring meaning for enjoyment, information and understanding.

Reading requires two skills

1.Phonics and Word Recognition

•The ability to recognise words presented in and out of context.

•The ability to blend letter sounds (phonemes) together to read words.

And………

2.Understanding

•The ability to understand the meaning of the words and sentences in a text.

•The ability to understand the ideas, information and themes in a text.

How we do it at CVISAt the Beginning

• We start with rhymes, picture books and lots of conversation, asking open ended questions and encouraging the children for their opinions about the characters, settings etc. as well as discussing their book choices.

How the book ‘works’• How the book works:• Where is the title on the page?• Can you turn to the first page of

the story?• Point to the first word• What letter does it start with?• Follow the words with your finger

Concepts of Print for Parents

• https://youtu.be/Q2ebZX6yhrk

Starting to read letters and words

•Lots of word play/games•Identifying letters, segmenting and blending

•Look for patterns•Look at words around us

Strategies for reading unfamiliar words

• Sounding out• Noticing what the word looks like and

whether it is similar looking to other words in the text– cat, can, cap)

• Using rhymes in the text• Read on past the unknown word to

the end of the sentence then go back

What to do if your child gets stuck

• Use picture cues. Look at the picture. Does it help?

• Use sounding out first. What sound does the word begin with? Can you say the sounds in the word? Say the sounds faster to blend them together.

• Read to the end of the sentence. What would make sense?

• What is the text about – what might fit here?• Does it sound right?

• Use their own experiences and opinions to convey understanding

• How many times can you see this word on the page?

• What letters are in the word? Are there any words that look similar?

• What does that mean, how do you know?

Comprehension support

•Lots of discussion about what is read and what is not ‘read’ (inferences)

•Prediction•Open ended questions, (see next slide)

•Video

Closed vs Open Questions!

• Do you like this book?• Do you like this character?• It’s a good story isn’t it?• Do you like reading?• Are you good at reading?• Do you like this kind of story?

• Change these questions so that the answers cannot be yes or no.

• What do you like about this book?

• What do you think of this character?

• Why do you think this is a good story?

• What’s great about reading?

• Why are you a good reader?

• What is it about these stories that you like so much?

How the Banding Works

Band Colour Old NC Level

1 Pink W

2 Red W

3 Yellow 1 (C)

4 Blue 1 (C/B)

5 Green 1 (B)

6 Orange 1 (B/A)

7 Turquoise 1 (A)

8 Purple 2C

9 Gold 2B

10 White 2A

11 Lime 3

12 Extended 3

How you can help at home

•Using the targets on the book marks will enable you to give focused guidance to your children

•Read with your child daily•Enjoy books/reading yourself

Targets

•During guided reading we have assessment focus levels that we use to assess the reading process and progress made.•These levels have been transferred onto the bookmarks so when you read at home you can discuss the points we have been using in school.

eg. Pink Level PF Targets

• Pink Book Band ELG R9 • PFs• To find the title words.• To open the book to start at the first page.• To turn the pages one at a time and know

which page to look at next.• To match spoken word to what has been

read.

Eg. Extended PF Targets

EXTENDED, AN EXAMPLE OF PART OF THE BOOKMARK•Read independently and establish meaning, providing evidence from the text•Discuss which vocabulary sets the scene and mood•Understand inferences

Unique!

• Don’t compare, it may you make you and therefore your child anxious.

• Not everyone will reach the extended reading band by year two. As long as they have made adequate progress, which they will have, there is something to celebrate.

• Your child is unique and will learn at their own pace.

Reluctant Readers• If your child is reluctant to read, read the

story to them, maybe making mistakes to encourage engagement.

• Have lots of varied reading material available, including comics, Kindles, library books, road signs, shopping.

• Sit and listen.• Respect their choices.• Enjoy spending time together looking at

books, (develop a love of books).

Spelling• Jolly phonics – sounding out words

to spell them• Sound patterns – for this terms

sound patterns KS1 – website• Tricky words – word lists on the

website

How do we teach spelling

Rhymes

Look cover write check

In context, (using words in sentences)

Handwriting

• Pencil Grip – Snappy fingers and froggy legs

• Forming letters correctly

Letter formation

Homework Guide

Thank YouAny Questions?