Reading Workshops at Smallberry Green Primary School INDEPENDENCE FUN! FLUENCY COMPREHENSION REAL-LIFE CHALLENGING PROBLEM-SOLVING

Aims of today To get an insight into how reading is taught at Smallberry Green. To take away some ideas to support your children at home. To work with teachers and take part in a variety of reading activities.

Good readers use: Phonic skills Sight words Knowledge of the world Their own oral language Good readers understand what they read.

What is reading? We define reading as a process of getting meaning from the printed word by means of a back-and-forth processing of print-to-message and message-to-print. The automaticity with which this processing takes place increases as we become skilled readers. So readers become better the more they read.

Teaching implications of the Simple View of Reading We should focus clearly on developing word reading skills through Phoneme awareness and phonics teaching (GPC knowledge and phoneme blending skills) Repetition and teaching of ‘tricky’ words And we should focus clearly on developing language comprehension through Talking with children Reading to children Teaching comprehension strategies 5

Integrating the three information sources in text Meaning M Does it make sense? Visual V Does it look right? Structure S Does it sound right? Can you say it like that in English? Knowledge of the world and use of the text Grammatical knowledge Phonics Word recognition Graphic knowledge 6

This is how we support your child’s reading development: Reading at their own level Reading slightly above Being read to – it is as important to let your child hear you read to enhance their understanding Talking about what has been read – understanding what they have read, questioning them about what happens in the book Sharing reading

In Year 2 and 3 we…… Have accelerated reading books which are changed once a week Home school diary for communication Guided reading daily Bug club Year 2 – change independent reading books once a week

Phonics Segmenting & blending Phonics screening Daily One strategy for reading terminology

School wide system Using levelled library books – self selected Tested half-termly on comprehension as well as decoding Provides ongoing opportunities for comprehension Self-motivation

Guided Reading Daily – 2 adults Differentiated at their level Comprehension/questioning Structured Slightly above independent reading level

Class texts Enthusiasm Cross-curricular learning - links to other subjects – science, history, etc Community of readers Appropriate level with challenge (pitched above to extend reading. Not designed to read at home independently) Introduction to literature

Support at home Listen to your child read Read to your child Discuss and explore what has been read Return books to school for regular changing (reading and library) Questioning (inference modelling) – see examples Access the library after school m, w, f

Resources Guided reading packs Books at right level for the end of the year. Reading assessment Model use of accelerated reader Class texts (Harry Potter and the Philosopher’s Stone) Bug Club