Reading Workshop for Parents Thameside Primary School

 making meaning of print  more than just matching sounds to a letter What is Reading?

 ‘Laciate ogni speranza voi che entrate’.  may read with practise - matching sounds  sounds do not make sense  no real reading taking place Can You Read This?

 ‘Lextexx xxx xox xxe oxxy xluxx xo uxxxown xoxxs.’  competent readers draw upon a whole host of clues when making meaning out of print Fluent Readers...

 ‘Lextexx xxx xox xxe oxxy xluxx xo uxxxown xoxxs’  ‘Letters are not the only clues to unknown words Could You Read It?

Reading the Environment  not all reading is in books  surrounded by print that communicates a message  alert your child to uses of print in the environment  point out signs and labels

 must have a knowledge of language  pattern  rhyme and repetition  vocabulary  predictability  must have a knowledge of how books work Pre Reading Requisites

 whole word  prediction  picture  grammar  story  phonics  beginner readers will be practising one or more of these aspects until all three are used Three Aspects of Reading

 Necessary – but not the only skill needed  20 minute sessions daily for youngest children  Sound sheets – practise at home  Short sounds ‘b’ not ‘buh’ ‘h’ not ‘huh’ etc Phonics

 What is this word? ghoti Phonics cont

 fish  ‘f’ as in rough ‘i’ as in women ‘sh’ as in station ghoti

 1:1 reading sessions  English lessons  shared text  guided reading  through whole curriculum  hearing children is not teaching, but assessment of where to go next Learning to Read at School

 Personalised reading  Target cards  Books  Timetabled slots for every child at the early stages of reading Reading at Thameside

 1:1 reading until into Band 2 (average for 7 year old)  Transition to guided reading  1:1 reading and guided reading  Guided reading (at least 4 times weekly)  Reading Detectives What happens when?

 Warm up – sound sheet (phonics) or phrase cards (high frequency words)  Reminder of target  Reminder of story so far  Read to, read with, read independently  Reminder of target and what to practise at home 1:1 reading session

Guided reading Gives children depth to their understanding. Book Talk Independent reading Questioning

 Target cards work best on the lower book bands  Remind child, teacher, other adults in school and parent of which cueing system the child is currently practising  Should only have one or two targets at any one time  From dark pink onwards target card used in guided reading and may be kept in school Target cards

 At the end of Foundation Stage (reception) – average reader on dark blue/pink  At the end of Key Stage 1 (Year 2) – average reader on black  At the end of Key Stage 2 (Year 6) – average reader on pale blue 3blue 2 Target cards

 Lower levels – red, yellow, white, dark blue, pink, brown, green, grey - about one long term  Levels – orange, black, beige – at least 2 long terms  Higher levels – dark pink, pale blue – around 3 long terms Target cards cont

 For children who need more  Miss Rollinson Interventions

Resources for parents

 Any questions? Over to you