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Thomas's Kensington Phonics & Reading at Home

The document provides information about teaching reading through phonics. It discusses teaching letters and sounds in 6 phases, equipping children with strategies to suit their learning style, and developing phonemic awareness through rhyme, alliteration, syllables and individual sounds. It also describes blending sounds to decode words, sight words, context clues, grammar and developing reading fluency, vocabulary, and comprehension. Tips are provided for reading materials, pointers, praise, and activities to support reading development.

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44 views26 pages

Thomas's Kensington Phonics & Reading at Home

The document provides information about teaching reading through phonics. It discusses teaching letters and sounds in 6 phases, equipping children with strategies to suit their learning style, and developing phonemic awareness through rhyme, alliteration, syllables and individual sounds. It also describes blending sounds to decode words, sight words, context clues, grammar and developing reading fluency, vocabulary, and comprehension. Tips are provided for reading materials, pointers, praise, and activities to support reading development.

Uploaded by

g. aimola
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Thomas’s Kensington

Phonics & Reading at Home


How Do We Teach Reading?
• Phonics
Letters and Sounds – Divided into 6 phases
-Very similar to Jolly Phonics
-Allows the children to ‘crack the code’
-Positive impact on reading and spelling

• Equip children with strategies to suit their


learning style
Phase 1 Phonemic/Phonological awareness
Through:
• rhyme
•Alliteration
•syllables
•recognising and using individual sounds -
phonemes
Phonics
•Understanding relationships between
written letters and spoken sounds. Children
need to be taught the sounds individual
printed letters and groups of letters make,
allowing them to decode new words.
Phonics

English phonic code is complex!


Set 1: s, a, t, p
Set 2: i, n, m, d
Set 3: g, o, c, k
Set 4: ck, e, u, r
Set 5: h, b, f, ff, l, ll, ss
Set 6: j, v, w, x
Set 7: y, z, zz, qu
Consonant digraphs: ch, sh, th, ng
Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er
• When sounding out, make sure you and the
child are using pure sounds. The pure
sound of all consonants does not include a
schwa sound (last sound in dinner).
e.g. mmm not muh

Visit Ruth Miskin Top Tips On Youtube


https://www.youtube.com/watch?
v=dOkGImWvvs8
Decoding
• Blending: p…i….t
• (if then can’t hear the word, you say the
word slowly as one – get child to look at
your mouth)
• Encourage your child to sound out word
and then SWOOP it together with your
finger underneath
• e.g. g….r…..a……n. Try to get them to
chunk gr….an as this is a step up.
Ways a Child Could Approach
Reading Task
• Visual cues – reading the pictures
• Decoding - using phonic knowledge and
syllable awareness
• Sight vocabulary – clues from print,
recognising words
• Context – reading for meaning (does that
make sense?)
• Syntax – what would make grammatical
sense?
• Reading fluency
Reading words rapidly and accurately in
order to understand what is read

• Vocabulary development
Children need to actively build and expand
their knowledge of written and spoken
words, what they mean and how they are
used

• Reading comprehension
Acquiring strategies to understand,
remember and communicate what is read
Reading Materials
• Children will be reading at different levels
• Teachers will track progress through the
reading scheme and select material that fits
your child’s needs

• Try to resist the urge to compare.

• Kensington Reading Scheme (many different


reading series combined)
• A seemingly easy book can be a wonderful
thing – confidence, flow and recognition.
Did/do your children have a favourite
picture book that you read and reread?
• 90% rule – in any reading book
• 90% of attempts need to be correct or
decoded successfully, if not the child will
get frustrated because the book is too
difficult and the child is not taking
meaning from text
Reading without meaning is not reading
Pointers and Tips
• Your child should be holding the book, turning
the pages
• New book – look at picture, discuss cover,
read the title, predict what the story could
be about, ask if they have read one like it
before (series)

• Continuing a book – ask your child questions:


what has happened already? who are the main
characters?
• Let child ‘read’ the pictures – don’t hurry child
on

• Pause and ask about pictures and what is


happening, make predictions

• With younger readers, they should point to


each word – it draws the child’s eye to the right
place on the page.

• Pick out words they may not have understood -


unlikely to ask as child will have grasped general
meaning from context
• If reading very quietly, encourage your
child to speak up

• Encourage expression – reading aloud needs


to take account of listener, model reading
for the child, read a few sentences
robotically and then with expression – your
child will find this humorous and you can
discuss why expressive reading is best

• Talk about the punctuation and print – why


are some words bold or capitalised? What
are exclamation marks, question marks for?
• At the end of the reading, check their
understanding through questions and recap

• Check their knowledge of letter patterns


and words

• Ask child to find and read some key words


Think of other words which start with e.g.
• ‘cl’ if it is featured in the book, or find and
read some words in the book which begin
with certain sound e.g. ‘sh’
PPP
• Pause, prompt, praise

‘Try again and see what might come next’


‘Can you read on and see if you can figure
out the word?’
If decoding – ‘what sound does the first
letter say?’
• Be positive

• Be descriptive in praise – not just ‘good


reading’ but ‘well done - you read well
because, there were lots of tricky
words’, ‘you sounded out well’ etc
Shared & Paired Reading
• Can be child reading alone to an adult
Relying on ‘look and say’ approach
• Read out loud together
• Match speed of child
• Child points to words
• Child reads every word
• Correct an error immediately
• Child repeats correction and reading
continues
• Cover all but ‘gr’ in the word and ask
which sound it makes. If they say ‘gr’,
fabulous, if not, say ‘gr’ for them
(remembering ‘gr’ as in a growl not gruh)
• For many this takes time and children
like the crutch of separate sounding –
they will start to chunk in time
Vowel sounds

a, e, i, o, u
y
•Children need to know that some vowel
sounds are short and some are long and
that ‘y’ is a part-time vowel
Tricky Words
• Many children will try to sound out the
irregular words which are taught as
‘sight words’ or ‘tricky words’ e.g. was.
• Child may say w…a…..s, was – but don’t
ask them to sound such words.
• Far better to say e.g. ‘it starts with a ‘w’
and this part of the word is one of
those tricky sounds, it looks like ‘as’ but
says ‘oz’ – was’
Does one size fit all?
• For ‘size’ read ‘reading method’ and this
question gets an emphatic NO
• No one method suits all learners in any
context
• Phonics is not the be all and end all but
mastery can unlock reading and most
particularly the spelling system.
• Is phonics essential to reading?
Sometimes
• 10 minutes per day
• Trust your instincts
• Reading records – write comments,
descriptive praise, please ask questions
etc
Reading Activities
Tricky words = sight vocabulary (memorisation!)
To encourage tricky word recognition:
•Flash cards
•Lotto
•Word shape
•Play snap – cards with similar words on e.g. chop,
ship, shop
•Rhyming games
•Alliteration
•Shaving foam in the bath
•Flour
•Pasta pieces
-Useful items:
•Blank flash cards
•Whiteboards and pens
•Letter stampers
•Magnets
‘He was reading the story and not just the words.’

Michael Morpurgo
‘Farm Boy’

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