Year 3 & 4 Supporting Your Child With Reading Wednesday 30 th September 2015 Mrs Fitzroy and Mr Woodford

Aims To Share NC 2014 Reading Strand To offer advice on how to support your child in Year 3 and 4

The Progress in International Reading Literacy Study 2014(PIRLS), reported that, “there is a strong association between the amount of reading for pleasure children reported and their reading achievement.” “Children in England tended to report reading for pleasure less frequently than their peers in many other countries.” England ranked 23rd out of 29 countries in terms of pupils’ attitudes to reading. 2014

What you can do to help your child make progress. Ensure they have: – access to books, magazines and newspapers from home, school and library – somewhere quiet to read – time to read regularly (something they want to read) – opportunity to see you as a reader – reading, choosing books, going to the library, talking about what you read.

What you can do to help your child make progress. Read to them (You and your child are never too old!) Take turns with them in reading a section each of the text, supporting and prompting their reading in positive ways. Talk with them about the books they read: Their favourite part or character and your favourite part How the illustrations support the story Their favourite author What makes a book different from (or similar to) others they have read. Stop and re read good bits again

What you can do to help your child make progress. Word Reading Sound out new or unfamiliar words Groups of letters make sounds (tion, cial, ious,) Look for words within words (torrential, exception, liquidisation) …helps with spelling too! Look for meaning in the text. A tiger is well camouflaged as its strips help it to blend in amongst the trees and shadows. Tell them…then look for ways it can be worked out Be patient…never get cross if your child is stuck on a word

What you can do to help your child make progress. NC 2014 (The nice bit!) You can help us immensely with this… Make book recommendations, giving reasons for choices Participate in discussions about books, building on and challenging ideas Explain and discuss understanding of reading Participate in formal presentations and debates about reading Read a wide range of fiction, non-fiction, poetry, plays and reference books Learn a range of poetry by heart Perform plays and poems using tone, volume and intonation to convey meaning Use knowledge of spelling patterns and related words to read aloud and understand new words Make comparisons between different books, or parts of the same book Read a range of modern fiction, classic fiction and books from other cultures and traditions

What you can do to help your child make progress. Basically...Read a lot and talk about what they have read.

What you can do to help your child make progress. NC 2014 (The not so nice bit!) Identify and discuss themes and conventions across a wide range of writing Discuss understanding of texts, including exploring the meaning of words in context Predict future events from details either written in a text or by ‘reading between the lines’ Identify how language, structure and presentation contribute to meaning Discuss how authors use language, including figurative language, to affect the reader

What just missed the monkeys? What did dad yell? How did mum act? What do monkeys do when they are seriously mad? What is happening in the picture? Why do you think the monkey is feeling the way he is? How can you tell from the picture what the monkey is thinking or feeling? Why as the author used an exclamation mark? What does the author mean by ‘going ape’ and why has he used this phrase? Why has the author used the word ‘seriously’ before ‘mad’? Can you think of a better word to use than ‘mad’? Why have you chosen this word? Why did mum act this way?

What you can do to help your child make progress. Help them to think about the writer behind the text, for example: – why they chose the language they did? – why they organised the text in that way? – what effect they hoped to have on the reader? When looking for information in print or on-screen, encourage them to scan ahead and think about how helpful the text is, whether it is a biased or reliable source When they talk about their reading encourage them to refer to evidence in the text that will support their views. Always ask, ‘How do you know?’

What you can do to help your child make progress. Help them to think about the writer behind the text, for example: – why they chose the language they did? – why they organised the text in that way? – what effect they hoped to have on the reader? When looking for information in print or on-screen, encourage them to scan ahead and think about how helpful the text is, whether it is a biased or reliable source When they talk about their reading encourage them to refer to evidence in the text that will support their views. Always ask, ‘How do you know?’

Aims To Share NC 2014 Reading Strand To offer advice on how to support you child in Year 3 & 4 Please complete our questionnaire – communication with and feedback from our parents is always valued.