2 Learning to read with Oxford Reading Tree Oxford Reading Tree (UK) has a balanced approach, providing a range of skills and strategies. It’s divided into stages. Stage 1: pre-reading, Stage 2-5 introduces specific reading skills which are developed as children progress through Stages 6 – 11. Stage 11: fluent and confident at reading stories, information texts, and poetry. Tree Tops extends the tree for 7 – 11 year olds. Reading for meaning. ORT recognizes young children can understand and remember a simple story before they are able to interpret the individual words and letters used to make up the story. meaning sentences words / letters Every storybook tells a complete story in natural – sounding language. It is therefore child – centred encouraging interest. This develops oral language and enriches vocabulary. Sentences are carefully controlled and ‘key’ words are repeated throughout the storybooks.

3 Reading Stages: Early Reading – making meaning at Text Level May read word – by – word or line – by – line when reading an unfamiliar text. Fluency and expression become stilted as the child focuses on decoding. Uses picture clues and knowledge of context to check understanding of meaning. Uses knowledge of sentence structure and punctuation to help make meaning. Sometime reads-on to confirm meaning. Can talk about character, setting, plot, structure, information or the way the text is written. Re-reads passage in order to clarify meaning.

4 Reading Stages: – Developing (Transitional) making meaning at Text level Shows an ability to construct meaning by integrating knowledge of: Text Structure, e.g letter, narrative, report, recount, procedure. Text organisation, e.g paragraphs, chapters, introduction, conclusion, contents, page index. Language features, e.g descriptive language connectives such as because, therefore. Can retell and discuss own interpretation of texts read or viewed with others, providing information relating to plot and characterisation in narrative. Recognizes that characters can be stereotyped in text, eg a mother looking after children at home while the father goes out to work or a prince rescues a helpless maiden from an evil stepmother, and discusses how this could be changed. Selects appropriate material and adjusts reading strategies for different texts and different purposes e.g skimming to search for a specific fact.

5 Reading Stages: Fluent (Independent) – making meaning at Text Level Can recognise and discuss the elements and purposes of different text structures, e.g reports, procedures, advertisements Reads and comprehends text that is abstract and removed from personal experience. Makes purposeful connections between widely separated sections of text. Can justify own interpretation of a text. Reflects on a discusses issues and topics that have emerged when reading or viewing. Organises logical responses to a text. Selects relevant information for own purpose.

6 Reading Focus Skills: 1. Predicting – Can I guess what will happen next in the story? 2. Connecting – What main ideas in the reading link the story? 3. Skimming - Can I read the story very quickly to get the main ideas? 4. Creating images – How does the writer of the story get us to see pictures in our minds, in the story? 5. Summarizing – Can you retell the story in your own words and in clear, simple way? 6. Re – reading – Can you read again in greater detail and get greater information? 7. Sounding out – Can you sound out unfamiliar words? 8. Reading on – Can you read onto the next word as a means of working out what a word or meaning is about in the story?  Continued………………..

7 Reading Focus Skills: 9. Can you use a reference book e.g encyclopaedia, dictionary, internet to find out more about a word or topic that interests you in the reading? 10. Can you relate anything in the story with your own experiences? 11. Can I read for expression? 12. Can I read and pay attention to punctuation clues e.g. full stops, commas, question marks, speech marks and exclamation marks? 13. Do I read clearly for others to hear me easily? 14. Can you say why you liked or didn't like the story? 15. Are there any changes you can make to improve the story? 16. Can I identify plot, character, setting, in the story?

8 Examples of Guided Reading sessions done in class twice a week. Teachers choose targets and books with a focus for each group Reading with expression. Listening to an audio book to focus on images of the story. Draw or write beginning, middle and end of story Can I read and pay attention to punctuation clues e.g full stops, commas, question marks, speech marks and exclamation marks? Can I identify character in the story? Can I use the spinner to identify the main parts in the story? Can you think of an alternative ending to the story?

9 Importance of YOU as parent “ The best talk around a story book,” says Nonnie Lesuax, associate professor at the Harvard Graduate School of Education, takes the story as “a point of departure.” Exploratory, investigative discussions that evolve between parents and children, Lesaux says, are central to higher-level literacy learning. “One of the hallmarks of kids who have a good vocabulary is that they can talk about things that are not in the present,” she adds. Pappano.L. The Power of Family Conversation. Harvard Education Letter 5/6 2008

10 Strategies Read to them every day different genre / text types e.g books, magazines, instructional e.g recipe books. Check they understand the meaning of what they are reading Can they talk about what's the main theme? Are they aware of who are the central characters? What's the main plot in the story? Are they aware of beginning, middle and end of the story.

11 Strategies Provide time each day for students to be involved in independent reading sessions where the text are self selected and the pleasure of reading is experienced. Share some of your favourite books withs your child explaining why they appeal to you. Identify words they know in a variety of contexts. Have a go at reading a mini- play, sharing character roles. Decoding of visual images e.g talking about book cover, a flyer, a TV advertisement etc Consider getting your child involved with Audio Tape Books, e- books

12 Have fun reading………..!!!!!!!!!!!!! “It is better to read a little and ponder a lot than to read a lot and ponder a little.” - Denis Parsons Burkitt - Dr. Seuss, "I Can Read With My Eyes Shut!" “ The more you read, the more things you will know. The more that you learn, the more places you'll go. ” - Los Angeles Times, "A Child Literacy Initiative for the Greater Los Angeles Area" “ No skill is more crucial to the future of a child, or to a democratic and prosperous society, than literacy.”