DUCKS

Parents Literacy Workshop

Reading and Writing Throughout
Foundation Stage and Key Stage 1
Lisa Low, Head Teacher
and
Rhian Watkins, Literacy Coordinator
Reading
Where does it start?
Language is inextricably entwined
with our mental lifeour perceiving, our
remembering, our attending, our
comprehending, our thinkingin short,
all of our attempts to make sense of our
experience in the world..
(Lindfors, 1991, p. 8)
Where does it start?
! Speaking and listening

! Hearing Language in the home
! conversations with care givers
! Seeing words in the environment
! Listening to stories from older children or
adults


Where does it start?
! Cracking the Code using the
Synthetic Phonic approach through
Letters and Sounds.
! There are two ways of reading
" Phonic Decoding recognising the sounds of
individual letters
" Semantic Recall Recognising the whole
word
Semantic recall is faster, but children have to have read
the word phonetically regularly before the word transfers to
the long term memory this can be different for different
children
Overarching Aims
To provide a stimulating and exciting systematic phonics
programme.
Exposure to a wide range of literature.
To give plenty of writing opportunities embedded into the
curriculum through a broad repertoire of teaching and
learning opportunities.
Discover, experience and delve deep into the world of books
and literature.
Become competent and independent readers with a love of
literacy learning.
To communicate with confidence, formulate ideas and
opinions, increased verbal reasoning.
In the early years the focus is primarily on acquiring the skills to
read, write, speak and listen well.
Development of Reading
Rapid development in early years.
All children develop at their own rate.
The childs prior experiences contribute
greatly to development.
The childs environment significantly
feeds into the reading process.

Age 3 - 5
Recognises own name in print.
Knows some letter names.
Listens and responds to literature.
Shows beginning/end of a book or story.
Holds book and turns pages.
Comments on illustrations in books.
Shows interest in reading signs and labels.
Age 4 - 6
Begins to read signs, labels.
Pretends to read.
Reads top to bottom, left to right and
front to back with support.
Knows most letter sounds.
Demonstrates eagerness to read.
Uses illustrations to tell stories.
Rhymes and plays with words.
Age 5 - 7
Reads books with simple patterns.
Begins to read own writing.
Begins to read for short periods (5 10
mins).
May use finger-print-voice matching.
Recognises simple words.
Uses growing awareness of sound
segments (phonemes, syllables, rhymes).
Sees self as a reader.
Can retell main event or idea in
literature.
Age 6 - 8
Reads simple early - readers books.
Reads harder early - reader books.
May begin to read easy chapter books.
Uses punctuation when reading orally.
Reads independently (10 15 mins).
Uses meaning cues (context).
Uses sentence cues (grammar).
Uses letter/sound cues and patterns
(phonics)/Recognises many high
frequency words.
Discusses characters and story events with
support.
Why do children need to learn
phonics?

Learning to read and write is not learnt naturally.
Children need to be explicitly taught the secret
code of the English Language. They need to know
how to write the letters and to know what sound
each letter makes and to learn the irregularities of
the English Language.

Children use their phonics skills every day in reading
and writing.
" Sounding out is a skill children use to try and
read an unknown word.
" Breaking/segmenting a word into its individual
sounds is used for spelling.
Progression in Letters and Sounds Teaching throughout
DUCKS
Progression in Letters and Sounds Teaching throughout
DUCKS
Phase 2:
Progression in Letters and Sounds Teaching throughout
DUCKS
Phase 3:
Progression in Letters and Sounds Teaching throughout
DUCKS
Phase 4:
Progression in Letters and Sounds Teaching throughout
DUCKS
Phase 5 and Phase 6
How to make the sounds
f l m n r s v z sh th ng
nk
b c d g h j p qu t w x y ch
k
a e i o u ay ee igh ow
oo oo ar or air ir ou oy
Vowels: stretchy
Consonants: bouncy
Vowels: bouncy
How to make the sounds
High Frequency Words and
Tricky Words
Children need to process a large number
of words in learning to read.
Some words appear frequently in books
and in childrens writing.these are
called High Frequency Words.
Some of these are regular and some
are irregular
Tricky words or Sight words are common
words with an uncommon spelling such
as said and would.
- We need to learn these words by
sight.
Comprehension
The ultimate goal of reading instruction is
to enable children to understand what
they read.

More than just decoding
! The Simple View of Reading


Children are
now fluent
readers.
How do we facilitate reading
progression in school?
! Reading Book Bands
What are the book bands?
How do I know what level my child should be
on?
Should I worry if my child is not on the same
level of others?
! Guided Reading
- Children will read in small groups with the class
teachers at least once a week.
This helps to:
- facilitate discussion about the texts
- develop comprehension skills
- assess the pupils progress.
Writing
Writing Development
Preconventional
Ages 3 5
! Uses mainly pictures to convey meaning.
! Begins to label pictures.
! Writes first name.
! Knows that print conveys meaning.
! Makes marks other than drawing.
! Is beginning to write some recognisable
letters.
! Talks about own pictures and writing.
Emerging
Ages 4 6
! Uses pictures and print to convey meaning.
! Copies signs, labels, names and words.
! Developing understanding of letter/sound
relationship and begins to match letters to
sounds.
! Uses beginning and end consonants to
make words.
! Pretends to read own writing.
! Sees self as a writer and starts to take risks.
Developing
Ages 5 7
! Writes names and familiar words.
! Writes 1-2 sentences about a topic.
! Writes in the correct orientation.
! Experiments with capitals and punctuation.
! Starts to use spacing between words.
! Has a developing awareness of using
phonics for spelling.
- using beginning, middle and end sounds
! Begins to read own writing.
Beginning
Ages 6 8
! Writes several sentences about a topic.
! Writes about observations and experience.
! Chooses own writing topics.
! Can edit own work with support.
! Uses spaces and forms letters consistently.
! Writes pieces that others can read.
! Uses phonics for spelling.
! Spells simple words and some high.
frequency words correctly.
! Uses basic punctuation correctly.
Expanding
Ages 7 9
! Writes a variety of short pieces with
guidance.
! Organises ideas in complete sentences and
begins to uses interesting language.
! Uses pre-writing and planning strategies.
! Considers suggestions from others
feedback.
! Edits for form and content with guidance.
! Spells most high frequency words.
! Identifies writing strategies and sets goals
with guidance.
Nelson Handwriting Scheme
Thank You!
Please look in the future at our website
for publications and useful websites.
Also visit:
http://www.phonicsplay.co.uk/freeIndex.htm
for phonics games for your children.
http://www.ruthmiskintraining.com/en/
resources/sound-pronunciation-guide/
for help with pronouncing the phonetic
sounds.
(Not the Letters and Sounds orders, but a useful guide of
how each sound should be pronounced)