Reading Workshop for Parents October 2017

What is Reading? more than just matching sounds to a letter making meaning of print the words should enable you to put a picture in your head

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

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

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

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 Fire Exit Ladies Cinema

Pre Reading Requisites a knowledge of language and the sounds of words listened to patterned and predictable texts rhyme and repetition (through nursery rhymes) vocabulary – (vocabulary size is a good predictor of early reading skills) English as an additional language – need these skills in their own language knowledge of how books work (front to back, left to right print etc)

Three Aspects of Reading whole word (the, of, was etc – words that don’t have a “picture” prediction - using the picture - using the grammar - using the story phonics Beginner readers will be practising one or more of these aspects until all three are used

Phonics Necessary – but not the only skill needed 20 minute sessions daily for youngest children Sound sheets – practice at home Short sounds ‘b’ not ‘buh’ ‘h’ not ‘huh’ etc http://www.ruthmiskin.com/en/resources/sound-pronunciation-guide/

Phonics cont What is this word? ghoti

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

Reading at Thameside personalised reading target cards books matched to children’s need timetabled slots for every child at the early stages of reading

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

What happens when? 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 (from Reception onwards)

1:1 reading session 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

Target cards 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 Once on Accelerated Reader – move to AR targets

Target cards at the end of Foundation Stage (reception) – average reader on pink/ brown at the end of Key Stage 1 (Year 2) – average reader on black 2

Target cards cont 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

Accelerated Reader London leadership project EEF 3 months in 22 weeks We also STAR assess children at each assessment point to ensure that they are on the correct ZPD. Star Assessments provide the most valid, reliable, actionable data in the least amount of testing time – typically 20 minutes or less. Aligned to the national curriculum, they reveal whether or not your children are meeting age-related expectations.

Accelerated Reader

Accelerated Reader

Accelerated Reader

Guided Reading

What is Guided Reading? Guided reading is 'small-group reading instruction designed to provide differentiated teaching that supports students in developing reading proficiency'. The small group model allows children to be taught in a way that is intended to be more focused on their specific needs, accelerating their progress. Good quality texts, including picture books.

How do we teach guided reading? Over a typical week, your child will take part in… Independent reading time in the class book corner A guided session with the class teacher A guided session with a teaching assistant Independent tasks to develop understanding e.g. read and draw, replacing all of the verbs to change the effect, writing in role, clarifying words in the text etc. Reading detectives

Reciprocal Reading A strategy we use in some guided reading lessons where everyone in the group has a role. The focus is on four strategies – Predicting Clarifying Questioning Summarising   Teachers first model the strategies, then invite students to apply the strategies themselves. It is a gradual release of responsibility.

Reading Detectives Illustrations or words. Reading Detectives is a Talk for Reading Technique for helping children interpret text.   It works by presenting a story in sections: line by line/ chunk by chunk. This helps children learn to:  Predict:  Infer from text  Interpret text  Being tentative  Tie the clues together  Recognise pattern in structure: cause and effect  Listen with recall – strengthening working memory  Empathise – step into shoes of characters  Develop imagining skills – ability to picture in head  Understand a greater range of vocabulary  Apply “Knowledge of the world”  To reread to build understanding  Improve short-term memory  Associate story and reading with enjoyment  Recognise how a writer manipulates the reader

What is happening in this illustration? What kind of story might this be? Why do you think that? How do you think the woman feels about the baby? Why do you think that?

There are some places you would not want to go.

There are some places you would not want to go. Even if I told you that we have oceans clear and blue as summer skies, filled with sea turtles and dolphins, or forest-covered hills lush with birds that call through air thick with warmth.

There are some places you would not want to go. Even if I told you that we have oceans clear and blue as summer skies, filled with sea turtles and dolphins, or forest-covered hills lush with birds that call through air thick with warmth. Even if you knew how beautiful the quiet is here, clean and fresh as a glass bell ringing.

There are some places you would not want to go. Even if I told you that we have oceans clear and blue as summer skies, filled with sea turtles and dolphins, or forest-covered hills lush with birds that call through air thick with warmth. Even if you knew how beautiful the quiet is here, clean and fresh as a glass bell ringing. But nobody comes here because they want to.

There are some places you would not want to go. Even if I told you that we have oceans clear and blue as summer skies, filled with sea turtles and dolphins, or forest-covered hills lush with birds that call through air thick with warmth. Even if you knew how beautiful the quiet is here, clean and fresh as a glass bell ringing. But nobody comes here because they want to. My nanay told me this is how they brought her, but says it is always the same, no matter who you are or where you come from.

Interventions For children who need more Miss Rollinson: Nessy reading and spelling

Resources for parents

Any questions?