Motivating readersMotivating readers Reading in schoolReading in school Reading at homeReading at home Comprehension skillsComprehension skills

The book holds the key… Books you liked as a child – build the excitement…e.g. Robot Doesn’t always follow that they’ll like what you like! Novelty books Kick! Pop up books Holograms Lego books Rhyming books – Dr Seuss

Motivating readers

Motivating children Research out about different authors Visit the library or book shop Listen to stories on tape/CD’s

Share books and other forms of print

Motivating children If your child has a particular interest, you could visit the IBIS- the owner can always recommend a good read Sharing picture books

Sharing quality texts

E-books

Listening to stories

/esuite.nsf/openOnlineForm?open&fc unid=57D D68F5F802572A3 003B6184https://online.surreycc.gov.uk/esuite /esuite.nsf/openOnlineForm?open&fc unid=57D D68F5F802572A3 003B6184 Ask the penguin and-community/libraries/library- services-for-children-and-teens/the- childrens-library/book-buzz Book Buzz

Encourage your child to discuss the books that they bring home Encourage your child to discuss favourite authors and compare authors

Praise your child for reading longer books Ask your child for his/her opinion of the book

Play “Boggle” or other word games Practise “tricky” words and sounds as often as possible

Reading at school Shared Reading Guided Reading Individual Reading Quiet Reading Paired Reading

Organisation of books

Helping children learn to read

Early Reading Skills In order to become good readers, children need to: - be read stories - share books - predict story from pictures - learn that reading in English is from left to write - know the letter sounds (phonics)

How do children learn to read? Pupils become successful readers by learning to use a range of strategies to get at the meaning of a text Recognising and understanding the words on the page is no guarantee that the text will be understood.

Letters and Sounds 10 – 15 minute daily session Children grouped according to ability Recognising sounds Reading tricky words on sight Blending for reading Segmenting for spelling Applying skills – reading or writing a sentence

Using the new books to support work in letters and sounds.

ORT Phonics

Pearson's Bug Club

Strategies for Reading Sound out the word Use pictures Miss the word, read to the end of the sentence, go back and think what would make sense Check reading makes sense The lion was laying in the sun.

It is well recognised that children vary in the ease with which they can decode. They also vary in their listening comprehension, and consequently in their reading comprehension. An effective reader has good word reading and good listening comprehension skills, as shown in the upper right quadrant of the figure below. Poor reading comprehension can occur with or without poor word reading, as shown in both lower quadrants of the figure (see Nation, 2005).

Improving reading with guided reading

Principles of Guided Reading Children are grouped by ability and read at least once a week Specific reading strategies to focus on are determined by teacher Aims to encourage and extend independent reading skills

Guided Reading Teaching Sequence: Book introduction (adult with group) Strategy check (adult with group) Independent reading (individual) Returning to text (adult with group) Response to text (adult with group) Re-reading guided texts (individuals)

Children can improve their reading by: Correcting mistakes faster Using expression Noticing and using punctuation marks Reading at a faster pace with greater fluency Identifying interesting words Showing an interest in longer texts Skim and scanning texts

Assessing reading Teachers assess children's reading regularly, using Benchmarking and teacher assessments, and move children to the next colour band when appropriate Children should be reading 90-95% of the text accurately Children need to be able to understand what they have read and be able to answer questions about the text

Comprehension

Comprehension Children need to have a good understanding of what they have read. Ask questions about the text Find evidence in the text Discuss likes/dislikes Predict what might happen next

Blooms Taxonomy Dr Bloom identified that people learn and operate with multiple levels of thinking

Knowledge Recall questions Where does the story take place? When did the story take place? What did s/he/it look like? Who was s/he/it? Where did s/he/it live? Who are the characters in the book? Where in the book would you find…?

Comprehension Simple comprehension questions What do you think is happening here? What happened in the story? What might this mean? Through whose eyes is the story told? Which part of the story best describes the setting? What words and/or phrases do this? What part of the story do you like best?

New books Oxford Reading Tree

The Pearson range have additional information about the author, or tips on reading the book or ways to find out more about the topic.

CategoryBloom’s Taxonomy: Thinking Process cues 1. Knowledge (remembering and retaining) Say what you know, what you remember. Key question and instruction stems: Describe…, Repeat…, Define…, Identify…, Tell who…, When…, Which…, Where…, What…. Example : Whose porridge was too sweet? 2. Comprehension (interpreting and understanding) Describe in your own words; tell how you feel about it. Key question and instruction stems: Say what it means…, Explain…, Compare…, Relate… Example: Why did Goldilocks like little Bear’s bed best? 3. Application (making use of) How you can use it and where it leads you. Key question and instruction stems: Apply what you know…, Use… to solve problems, Demonstrate how you could…. How/What would… Example: What would have happened if Goldilocks had come to your house? 4. Analysis (taking apart) The parts, the order, the reasons why. Key question and instruction stems: What were the causes/ problems/effects/ consequences/solutions…, Which parts Example: Which parts could/could not be true? 5. Synthesis (putting together) How it might be different. Key question and instruction stems: How else…, What if…, Suppose…, Develop, Improve…, Create in your own way… Example: Can you think of a different ending? 6. Evaluation (judging and assessing) How you would judge it. Key question and instruction stems: Does it succeed…? Will it work…? What would you prefer…? Why would you think…? Example: What did you think of the story? Was Goldilocks good or bad? Why?

Question- examples (hand-out)

A finishing thought…

Aoccdrnig to a rscheearch at an Elingsh uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer is at the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae we do not raed ervey lteter by it slef but the wrod as a wlohe.

Rapids