Reading Update
Phonics , Reading and the
New English Curriculum
Can you read this?
I cnduo't bvleiee taht I culod aulaclty uesdtannrd waht
I was rdnaieg. Unisg the icndeblire pweor of the hmuan
mnid, aocdcrnig to rseecrah at Cmabrigde Uinervtisy, it
dseno't mttaer in waht oderr the lterets in a wrod are,
the olny irpoamtnt tihng is taht the frsit and lsat ltteer
be in the rhgit pclae. The rset can be a taotl mses and
you can sitll raed it whoutit a pboerlm. Tihs is bucseae
the huamn mnid deos not raed ervey ltteer by istlef, but
the wrod as a wlohe. Aaznmig, huh
This reading morning aims to…
To understand how reading progresses from
Foundation through Key Stage 1 to Lower Key
Stage 2 and Upper Key Stage 2 .
To gather the tools to support your child's
enjoyment and progress in reading.
To know what is available to enrich your child's
reading experience.
What is the future for our children
in the global economy?
It is estimated that today’s learner will have 10-14
jobs…by the time they are 38.
…the top ten in-demand jobs now didn’t exist 5
years ago.
…we are currently preparing our children for jobs
that don’t yet exist…using technologies that haven’t
been invented!
Growth mindset and Learning to Learn:
In reality, we cannot know what kind of global
economy our children will live in in the future,
so we cannot be certain that our curriculum
content will be sufficient preparation for success.
But what we can do, is to teach our children the
skills, knowledge and attitudes they need to be
expert learners so that they can adapt quickly
and efficiently to whatever new situations they
find themselves in.
New National Curriculum
The National Curriculum sets out the
programmes of study for subjects in statemaintained schools.
For each Key Stage, pupils are expected to know,
apply and understand the matters, skills and
processes specified in the National Curriculum.
All maintained schools had to follow the New
Curriculum from September 2014.
New National Curriculum
The main aim is to raise standards – the new
curriculum is intended to be more challenging.
The content is slimmer than the old National
Curriculum.
It focuses on essential core subject knowledge
and skills (such as ‘précis’ writing and computer
programming).
Pupils in Chestnut Class had their own new
curriculum in 2012 (The EYFS or Early Years
Foundation Stage Curriculum).
The New English Curriculum
Programmes of study embody higher standards of
literacy. Pupils will be expected to develop a
stronger command of the written and spoken word.
Through the teaching of phonics pupils will be
helped to read fluently - and yes, they will be
expected to recite poetry and précis!
Why do children think it is
important to learn to read?
To have fun exploring another world.
To get good dreams and grow our imagination.
To help us to learn about things.
To keep us safe and to know where to find places.
To understand things and help us to play games.
To make our own writing even better.
To learn from others’ experiences and have hope.
When does your child learn to read?
At home, through shared and individual reading.
Daily phonics lessons through Foundation and Key
Stage One.
Phonics, spelling and grammar lessons in Key Stage
Two.
Whole class, small group or paired shared reading.
Weekly, small-group, guided reading lessons.
Individual reading and Accelerated Reader quizzes.
How does your child learn to read?
In Key Stage 1, children are taught to decode and blend in their reading
and writing. The children are taught to use specific reading strategies
that will enable them to be successful:
•
Use phonics to 'sound out' or 'segment' words into easier chunks and
putting the word back together again.
•
Finding smaller words within unfamiliar longer words.
•
Reading on to the end of the sentence to see if it helps.
•
Using pictures as clues.
•
Using a mixture of these strategies to make sense of the sentence.
Often this means re-reading sentences or a whole page!
Phonics
Phonics is a method of teaching reading in which
people learn to associate letters with the speech
sounds they represent, rather than learning to
recognise the whole word as a unit.
There are 44 phonemes in the English language.
A phoneme is the smallest unit of a language that
conveys meaning. A phoneme represents each
distinct "mouth move" a child makes in a word.
Sight Words
We make use of the high
frequency word lists as
well as topic related
vocabulary to support both
spelling and reading skills.
Lower and Higher Order
Reading Skills
A distinction can be made between lower order and
higher order reading skills.
•Lower order involves decoding and word
recognition, i.e., reading words and sentences with
growing understanding.
•Higher order concerns comprehension, fluency,
expression, prediction, greater understanding,
inference, responding appropriately to a wider
range of questions.
Reading Progress
When we assess reading we look at seven different areas;
AF1: I can blend sounds to read and understand words. I know my high frequency words.
I know how to help myself when I get stuck.
AF2:
I can find information and ideas in the text and quote them in my answer.
AF3: I can find author’s clues about what is happening or how characters are feeling.
AF4: I can explain why the writer has organised the text in the way he or she has.
AF5: I can explain the meaning of words and phrases and the intended effect of the
language chosen by the author.
AF6: I can explain how the author feels about the text and how he wants the reader to
feel or think.
AF7: I can explain how this text relates to others I have read or to the place or time in
which it was written.
What your KS1 children
think about their reading…

When I read I feel like a Sloth as I hang onto every
word.

I feel like a giraffe because I reach for different
words in a book.

I feel like a kangaroo because I leap from book to
book/ bounce up and down the pages/ keep
information in my pouch.
I like to read new stories!
I like to read a
book by myself.
I like to read a book with
someone else.
I like to talk about
books I’ve read.
What your LKS2 children
think about their reading…
It feels mouth-watering when you are
at a cliff-hanger and you have to go
to bed! Daniel
I love being with people, but when I’m
reading I like being on my own. I love
to get into a book, where the world
slips away from around you. Emily
I feel like I am in the story and going
around with the character. Isaac
What your UKS2 children
think about their reading…
It’s like being on an exciting roller
coaster with obstacles.
When it's difficult it's like walking
through long grass.
It's like being sucked into a vortex.
You can't get out until you've finished.
How do we feel about our
reading now?
How would we like to feel about
our reading in the future?
How reading can be used
to help writing
Notice a favourite author’s style.
What does the author do to grab your attention.
Begin to ‘borrow’ great ideas from books read, it
is what all good authors do.
Notice VCOP: Vocabulary, connectives, openings
and punctuation.
How you can help at
home
Encourage and model correct pronunciation of
sounds.
Reading daily to your child OR with your child
OR listen to them read.
Consistently encourage sounding out as one
strategy when they are having trouble reading a
word.
PRAISE all attempts and help it to be fun!
Things that you could notice
as you read together
Synonyms-words with the same or similar
meanings, e.g. synonyms for said are yelled,
screeched, whispered, replied.
Antonyms-a word which has the opposite
meaning to a given word, e.g. antonyms for cold
are hot, warm, humid, fiery and balmy.
Questions you can ask
Types of questions you could ask for each AF:
AF1 How can you work out a word if you
get stuck?
AF2: What does _______ mean?
AF3: How is _____ feeling, what word
gives you clues?
What does _____ think about ____?
AF4: Why are subheadings / bullet points /
labels used on this page? Why is this word
in bold / italics? Why is this word in
capitals?
AF5: Why did the author compare these
two things? What effect does saying that
_______ was like a ______ have?
AF6: Does the author like ______? How
can you tell? How is the author trying to
make you feel about _____? What words or
phrases make you think this?
What happened after _____?
AF7: Is the main character like you? If so how?
What kind of story is this? How can you tell?
Reading enrichment
Further information