Supporting your child with reading in KS1 March 2017

Why are you here today? The Power of Reading! Creating a love of reading in children is potentially one of the most powerful ways of improving academic standards. There can be few better ways to improve pupils chances in school, or beyond in the wider world than to enable them to become truly independent readers. If children are happy to read, they are more likely to do so when they have to as well as when they want to.

What we plan to cover …… Reading skills and strategies How to help your child when they are stuck. Understanding, retelling and comprehension Reading at home tips The love of reading

Reading requires two skills Phonics and Word Recognition The ability to blend letter sounds (phonemes) together to read words. The ability to recognise words presented in and out of context. Understanding The ability to understand the meaning of the words and sentences in a text. The ability to understand the ideas, information and themes in a text. ‘Reading, even from the beginning is about bringing together information we can see (print information) with information we cannot see (language information).‘ Which Book and Why Sue Bodman & Glenn Franklin 2014 Skill 1: Understanding Print Information Phonics - Model blending on wedge cat chain strong Word Recognition (A3 Year 1 & Year 2 CEW) Word recognition of commonly occurring words, often known as HFW or CEW are the words that give fluency to reading. Most of these words are not phonetically decodable, so it is essential that the children recognise them quickly on sight, so they can concentrate their efforts on understanding what they read. Skill 2: Understanding (Language Information) Point 1: Stress the importance of spoken language. It is from talking to your children that they learn word meanings and how to use them effectively. Words need to be in a child’s spoken language and used many times before they truly ‘understand’ a word’s meaning. Point 2: Again, talking with your children about books will really help them to understand more fully what they have read. Help them to make links to other books they may have read with similar ideas, themes or information.

Reading Strategies Reading Strategies are the tools in our toolbox, which we use when we don’t know what a word says or understand a word/sentence/paragraph. When children start to read they naturally want to look at the pictures. Before children read a new book for the first time, it is always worth letting them look at the pictures – it helps them gain an understanding of the events, it allows them to make predictions as to what might happen next and it allows us to cue in to any new words they might find tricky, or draw their attention to where expression is used. Learning to use the information in pictures is an early reading behaviour, and this is an example of how we might prompt a child to use the picture and then how we would extend their thinking. Model I know that the word ‘basket’ is beyond this child’s reading ability, so I might prompt Check the picture – Language information I’m telling the child the strategy they need to solve the tricky problem (high level of support) …Child checks picture and says basket Fix it (re-read for fluency) Puts the word back in context so child fully grasps the meaning. Extend their thinking to include their knowledge of letter sounds (another strategy for print information) …What does basket begin with? (listen for ‘b’) …Does it sound right? (Does the word match the picture?- language information) …Does it look right? (Look at shape of word – print information) …Get your mouth ready with b (I’m saying go back and re-read the sentence and when you get to the tricky problem the word will pop out of your mouth. Why? So the child can hear if it sounds right/makes sense. Did it look right, sound right and make sense? (Child is linking the information in the print with the language information) After lots of experience of checking the picture a lower level of prompt would be: …What can you do? …What do you need to do?

Reading Strategies Stretch out the sounds – Print information Child reads and gets stuck on the word down. I know the child knows the sounds, so I might prompt: …Use your sounds. High level support. (I insist on blending the sounds smoothly rather than sounding out.) …What could you try? Lower level of support (I’m saying I know you can solve it, you just need to think for yourself.) Chunky Monkey – Print information Child gets stuck on down or river. (They might use their sounds or skip it and hop back, both of which would solve this particular word) …Look for a part/sound you know. High level support …What can you see? Medium support Skip it and hop back – Language information Child gets stuck on river. (They might check the picture, or use their sounds, both of which would solve this particular word) …Skip it and hop back. High level support …What might fit here? Medium support …What can you try? Low level support …Did it make sense? Linking visual print information with understanding the meaning of the sentence. Think about the story – Language information Child gets stuck on walk. …Can you think about the story? Make sense of the sentence, child may need to re-read to get the gist of the language, particularly if they have had to stop to work out down and river. …What might fit here? Language information …Is that what the picture shows? Language information …Does it look like walk? Print information …Does it sound right and look right? Language and print information

Reading Strategies Reading Detective – Print information The child reads: Little Duck looks down. So as not to interrupt their fluency and understanding, I would wait until they get to the end of the page. (Yes, bite your tongue, hold back on the No… and sit on your hands!) I would then say: ‘You said Little Duck looks down.’ (Without emphasising the s) …Be a reading detective. Reading detectives look for clues right to the END of words. The child re-reads , looks across the word looked and reads it correctly. …What did you notice? By asking the child to explain their error, I am reinforcing the strategy so they can repeat it independently next time Use your reading eyes – Print information The child reads: In the pond there were some frogs. …Use your reading eyes – lower level prompt – I’ve alerted the child to the error, but they have to solve it for themselves.

What to do if your child is stuck … Look at the picture. Does it help? Use phonics first. What sound does the word begin with? Can you say the sounds in the word? Blend them together. Does it look right? Does it sound right? Does it match the picture? What is the text about – what might fit here? Read to the end of the sentence. What would make sense? Talk through each strategy and explain what each will do to help the child decode a word that they cannot read.

How to use these strategies at home John let his pet frog go. It ******across the grass. What is the first sound? It h***** across the grass. What would make sense? It hopping across the grass. Does that sound right? It hopped across the grass. Does that look right?

Understanding (Comprehension) Being able to read does not mean you understand what you read. Your child might sound like a good reader but may not necessarily understand what they have read or be able to talk about the text. The best way to develop understanding is to talk about texts. The next slide is easy to read – but do we all fully understand what it means?

An extract taken from a computer manual According to the previous ATA/IDE hard drive transfer protocol, the signalling way to send data was in synchronous strobe mode by using the rising edge of the strobe signal. The faster strobe rate increases EMI, which cannot be eliminated by the standard 40-pin cable used by ATA and ultra ATA. This slide shows that the ability to read aloud well is no indication of understanding. Reading comprehension has to be taught. Language has to be taught, defined, used and understood.

Understanding - (Comprehension) Finding information on the page. Being able to find information that is not on the page. Looking for clues (inference). Thinking about situations and predicting what might happen. Putting yourself in a character’s shoes and understanding what is going on from their viewpoint. Retelling to demonstrate understanding.

Talking about books at home INTRODUCING THE BOOK Who is the author? What might the book be about? (front cover/title/ blurb) Fiction or non fiction? READING TOGETHER What is the setting of the story? Who are the characters and what do we find out about them? What do you think will happen next? How are the characters feeling and/or acting and why? Which words has the author used to show that this character is funny/naughty/mean/kind? Try to ask questions where the answers cannot be a simple yes or no. RETURNING TO THE BOOK What would have made this book even better? Which bit did you prefer and why? Who was your favourite character and why? NON FICTION BOOKS What non fiction features does the book have? (contents/index/subheadings /glossary) Can you find me a fact that you did not know before? Wherever possible, encourage your child to explain and justify their thinking by referring back to what they have read. Briefly explain the difference between an open and a closed question. Explain that open questions will generate discussion which will lead to better understanding whereas closed question will only generate a one word answer.

Top Tips *Be positive *Turn off the TV *Give them time –Pause and wait (don’t jump in and read a word for them) *Let them read their favourites *Ask questions *Listen actively *Give lots of praise *Don’t read for too long - be aware of your child’s mood *Remind your child that it’s okay to make mistakes

10 reasons to read at home with your child Creates a bond with your child Expands vocabulary Improves attention span Helps them to concentrate for longer Increases self esteem Increases academic success Teaches social values Helps build empathy Encourages curiosity Encourages independence

The love of reading If children don’t like reading making progress will be difficult Bedtime stories. Have family reading time. Make reading visible - have books/reading material available in your home. When reading school books choose a quiet time and give your child your full attention. Don’t be afraid to re-read books. Visit the library or book shop. Encourage your child to want to achieve their readership award!

….. And don’t forget to read to your child too. Polar Bear Polar Bear http://www.youtube.com/watch?v=qU97IXT8MIs This is two-minute film of a father reading to his baby. The baby has obviously heard the story many times and can distinguish between the text and the narrator. The patterns and the rhythms of the story are embedded and the baby knows when his father is reading and when he is making the animal noises. You will have to download this at home and burn onto a CD.

Choose any activity, follow the instructions and have fun!! Workshop time! Choose any activity, follow the instructions and have fun!! Please ask any questions you have?

Thank you so much for coming today and for your on-going support.