Helping your child with their reading Miss Jones November 2014

Our children as readers What do we want from our children? To read for pleasure To be able to sight-read fluently (at appropriate age) To be able to summarise what has been read To read with understanding To read with expression To be able to choose what they would like to read for themselves To have reasons for preferences in what they read

Reading and the New Curriculum 1. Word reading Phonics remains at the heart of early reading. 2. Comprehension (both listening and reading) There is a greater emphasis on comprehension, with more continuity between the year groups and an emphasis on working on increasingly challenging texts. 3. Reading for pleasure Encouraging a love of reading is at the core of the new English Programme of Study with a greater emphasis on reading non-fiction (now required at Year 1) as well as fiction: 4. Struggling readers The new curriculum emphasises the need for children who may be struggling to learn to decode rapidly. Drama and the English curriculum: Role play and drama are referred to across the curriculum as part of spoken language. There will also be a statutory requirement to prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action.

Children at Bonnygate will experience Guided reading sessions Individual reading time with the class teacher and LSA Opportunities to visit the school library Daily phonics sessions Access to Bug Club in school and online at home (in the process of being set up) Days dedicated to books and reading (Roald Dahl Day, World Book Day)

Reading at Bonnygate How we teach reading  Nursery  KS1  KS2

Phonics Blend (vb) — to draw individual sounds together to pronounce a word, e.g. s- n-a-p, blended together, reads snap. cluster — two (or three) letters making two (or three) sounds, e.g. the first three letters of 'straight' are a consonant cluster. digraph — two letters making one sound, e.g. sh, ch, th, ph. vowel digraphs comprise of two vowels which, together, make one sound, e.g. ai, oo, ow. split digraph — two letters, split, making one sound, e.g. a-e as in make or i-e in site. grapheme — a letter or a group of letters representing one sound, e.g. sh, ch, igh, ough (as in 'though'). grapheme-phoneme correspondence (GPC) — the relationship between sounds and the letters which represent those sounds; also known as 'letter- sound correspondences'.

phoneme — the smallest single identifiable sound, e.g. the letters 'sh' represent just one sound, but 'sp' represents two (/s/ and /p/). segment (vb) — to split up a word into its individual phonemes in order to spell it, e.g. the word 'cat' has three phonemes: /c/, /a/, /t/. VC, CVC, CCVC — the abbreviations for vowel-consonant, consonant- vowel-consonant, consonant-consonant-vowel-consonant, which are used to describe the order of letters in words, e.g. am, ham, slam.

How can you help? minutes reading at home each day makes a big difference Positive encouragement

Questioning Guided Reading session with Year 2 Vocabulary

What type of text/genre do you think this might be? Have you read any other books by this author/publisher? Where do you think the story is set? Who is the most important character in the story? Who is telling the story? What effect did a particular character have on the story? What do you think might happen next? Why? What is the main idea/theme of the story? Can you find an example of adjective/adverb/connective/compound sentence/complex sentence etc.?

Changes Bug Club (Online in school and at home) Library (In school and community)

Tips  Choose a quiet time to read  Make reading enjoyable  Maintain the flow  Be positive  Regular practice  Talk about the books  Make use of the Library  Variety is important

Thank you. Any questions?