Parent Workshop- September 5 th, am.

“Until I feared I would lose it, I never loved to read. One does not love breathing” Harper Lee

Supporting early readers at home Read with your child every day (home readers) Read to your child every day Expose your child to a wide variety of texts Be a reading role model

Purpose of Home Reading Support student’s development as a reader Practice developing reading skills with known, easy texts Build a positive attitude to books and reading Build the partnership between students, parents and teachers

Opportunity to improve….. Fluency Pace Expression Intonation Retelling COMPREHENSION

Help your child to enjoy home reading by: Establish a regular daily reading time in your home Provide lots of encouragement and show interest Have them read aloud Ask questions during the reading Sign the recording sheet and when needed provide feedback to the teacher Remind your child to bring their book back each day and to do this independently

Also….. Practice any sounds and/or high frequency words as they come home (magic words) Encourage children to use decoding skills to attempt independent reading Encourage the use of pictures as reading prompts- do not cover them up Encourage your child to talk about books and their reading with other members of the family to develop comprehension skills Point out and encourage the reading of environmental print – road signs, shops, advertisements, product labels etc.

In Class Learning 1. Graphophonic Cues - print conventions, -how it looks, -sounds and letters 2.Syntatic Cues -how words fit together to convey meaning. 3.Semantic Cues - knowledge of the topic-shared cultural knowledge - the meaning from the vocabulary of the text

Home Reading New Book Orientation –Helps student to make predictions and link it to what they already know.....Look at book,  Consider the text type (fairy story/report/poetry)  Guess what might happen  Give the title if they can’t read it  Give any difficult words or names  Discuss cover, author, illustrations

Familiar Book Orientation Can you remember what happened ? Which part would you like to read again? Read me this bit again where the.....

Supporting the Reader Pause If child stops or makes and error. Think what you can say to help.

Incorrect word used, but meaning unchanged Incorrect Word used and meaning is altered or lost The student does not say anything. Prompt Situations

Prompt Choose One  What would make sense?  Get your mouth ready for the word.  Did that make sense?  Read on to the end of the sentence.  Try that again.  Sound out the word....THEN

Praise Say... Good try.....it’s and give them the word if needed. If successful I like the way you worked that out I could see how you looked at the picture to help you.... Well done, you corrected that yourself..... Praise successes briefly when reading – More involved praise when finished.

Probe Check For Understanding Levels of Understanding 1. Factual – Here 2. Hidden-Inferred 3. Personal-relates to previous knowledge and experiences.

1.What is Freddie wearing? 2.How do you think Freddie felt when his friend didn’t turn up? 3.Has something like that ever happened to you? Can you think of a time when you felt like that?

Everyone has different strengths Positive reinforcement and encouragement Share the reading sometimes Life happens.....it’s ok to miss the occasional day Listen Improvements takes time Keep it Positive

Extra Activities Practise re-reading a favourite or tricky part Re-tell the story in your own words or with a different ending or character in it Draw a character or scene from story Pick out and write some words that were tricky or start with a particular sound You read a sentence and change one word and student has to correct you

ANY QUESTIONS?