Key Stage 2 Reading Workshop Key Stage 2 Reading Workshop Tuesday 1 st April 2014 Tuesday 1 st April 2014 Mr Burnett

Aims for our workshop: to share with you how we teach reading in Key Stage Two to give you ideas about how to support your child with reading at home

‘ Through reading, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know.’ Purpose of study, National Curriculum for English 2014 Reading is a passport to the world

The new National Curriculum places reading for pleasure at the heart of the English curriculum. Alongside the expectation that every school teaches children to read well, schools will be expected to develop a love of reading in every child.

‘The national curriculum for English aims to ensure that all pupils: ‘The national curriculum for English aims to ensure that all pupils: read easily, fluently and with good understanding read easily, fluently and with good understanding develop the habit of reading widely and often, both for pleasure and information develop the habit of reading widely and often, both for pleasure and information acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language appreciate our rich and varied literary heritage’ appreciate our rich and varied literary heritage’ National Curriculum for English 2014

Learning to Read

Teaching Reading Teaching Reading word reading comprehension (both listening and reading)

‘Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school.’ National Curriculum for English 2014 Word Reading Word Reading

~ phonic skills ~ sight vocabulary ~ picture cues-remember that the story is in the text and not the pictures ~ use of context ~ grammatical awareness Emphasis in new curriculum of re-reading books to build up confidence and fluency. Reading Strategies

Reading to Learn

The emphasis in Key Stage Two reading shifts from decoding words in Key Stage One to understanding what they have read, interpreting what they read and responding to what they have read.

Key areas of Reading Assessment Focuses ~ Direct retrieval of information ~ Inference and deduction ~ Structure and organisation ~ Use of language ~ Purpose and viewpoint

Direct retrieval of information This requires children to scan the text for key words and phrases in order to find the answers. This is the easiest question type as it’s always possible to find the answer directly from the text.

Help your child by using questions such as… What is the title of the story? What is the title of the story? What is the main point in the story? What is the main point in the story? What are the names of the main characters? What are the names of the main characters? Which words describe the main character? Which words describe the main character? Which words are used to describe the…? Which words are used to describe the…?

Inference and Deduction Inference questions can be difficult because they ask the child to deduce or infer something about the text. Answers should always be based on what is suggested or implied.

Help your child by asking them questions such as… What makes you think that? What makes you think that? What is you favourite part? Why? What is you favourite part? Why? What does this tell you about what …..was thinking? What does this tell you about what …..was thinking? Why is …… important in the story? Why is …… important in the story? How do you think the character was feeling? How do you think the character was feeling?

Structure and Organisation This relates to the layout of a text, including grammatical and presentational features, it usually refers to non-fiction texts.

Help your child by asking questions such as… What kind of story is this? How do you know? What will it be like? What can we expect from a book of this type? What kind of story is this? How do you know? What will it be like? What can we expect from a book of this type? How are the beginning and ending similar? How are the beginning and ending similar? Why have these words been made to stand out? Why have these words been made to stand out? What are the subheadings for? What are the subheadings for? How do the arrows help you find the information? How do the arrows help you find the information?

Use of Language These types of questions may ask children to find words with a similar meaning or to explain why the writer has chosen to use a particular word or phrase. They may ask the reader to interpret a metaphor/simile or explain how the writer has created a particular atmosphere.

Help your child by asking questions such as… Which words rhyme in this poem? Which words rhyme in this poem? What adjectives have been used to describe….? What adjectives have been used to describe….? Why do you think the author used the word…… to describe…….? Why do you think the author used the word…… to describe…….? What does the word scrambled tell us about the way the character got dressed? What does the word scrambled tell us about the way the character got dressed? By writing the line in this way, what effect has the author created? By writing the line in this way, what effect has the author created?

Purpose and Viewpoint This relates to the way a child might respond to a text by evaluating and expressing their opinion.

When asking your child whether they liked the book they have read and which characters they liked or disliked, always ask for reasons why. Include other questions such as… What, in your opinion, was the most exciting part of the story? What, in your opinion, was the most exciting part of the story? Can you think of a different ending? Can you think of a different ending? Why do you think the author chose this setting for this story? Why do you think the author chose this setting for this story? What makes this a successful story? Could it be better? What makes this a successful story? Could it be better? What effect did it have on you? What effect did it have on you?

As he reached the rocky part of the beach, he clambered over the sea-splashed rocks, covered in spiky limpets. He climbed first one rock, then another, then another. The rest of the beach was hidden behind the grey jagged edge of the rocks. Tom paused. He stood beside an even larger rock. On one side was the sea, looking a little greyer and more threatening than before. On the other, was the rocky cliff face, with waves splashing against it. An extract from ‘Tom and the Sea Caves’ Why do you think the author chose this title? Who is the main character? How do you think the main character is feeling? What adjectives have been used to describe the rocks? What adjectives have been used to describe the rocks? Why do you think the author chose this setting?

Reading in school Guided Reading Reading Partners and Reading Families Independent Reading Reading in other subjects Shared reading

Individual reading Children will read once per fortnight to an adult in school. This might be the class teacher, a teaching assistant or a parent helper. Children will read once per fortnight to an adult in school. This might be the class teacher, a teaching assistant or a parent helper. Children who are finding reading more difficult will be a priority reader and will receive extra reading time with an adult in school. Children who are finding reading more difficult will be a priority reader and will receive extra reading time with an adult in school. Children will be able to change their reading books daily if they want to. Children will be able to change their reading books daily if they want to. We recommend that they read to you at home for 10 minutes every day. We recommend that they read to you at home for 10 minutes every day. We have lots of lovely new books in school! We have lots of lovely new books in school!

Guided reading The teacher works with a small group of children who are at the same developmental stage of reading. The teacher selects a text that provides just the right balance of support and challenge. The teacher reminds the children to use a range of reading strategies. The teacher uses questioning and other strategies to develop comprehension.

‘The more you read, the more things you will know. The more you learn, the more places you’ll go’. Dr Seuss

“A reader lives a thousand lives before he dies. The man who never reads lives only one.” George R.R. Martin George R.R. Martin “If you don't have time to read, you don't have the time (or the tools) to write. Simple as that.” ― Stephen KingStephen King “Reading is to the mind what exercise is to the body.” ― Joseph AddisonJoseph Addison