2. KS2 Reading Nicola Ewens English Subject Lead Monday 7 th March 2016

3. As parents you are first and foremost your child's most influential teacher with an important part to play in helping your child to learn to read.

4. Reading Success in reading is fundamental to success in school. Reading is all about acquiring meaning; for enjoyment, information and understanding. It is not a performance. It is not a test.

5. New Curriculum All the skills of language are essential to participating fully as a member of society English Speaking Listening Writing Reading Ways to Communicate Ways for others to communicate with us

6. Vocabulary and the importance * Barking at print = early stages of decoding - fluency of reading Understanding – basic questions – literal Deeper understanding – what do words mean? If you know that your child has read a word/s they won’t understand, ask them

7. Reading has two components Word Recognition The ability to recognise words presented in and out of context. The ability to apply phonic rules - blending phonemes to decode. Comprehension The process by which word information and sentences are interpreted. The same processes underlie comprehension of both oral and written language. Continues to develop throughout life!

8. What are phonics? How many letters? How many sounds (phonemes)? How many spellings of the sounds? Cracking the English Language code 26 44 144

9. sh ar p Blending and Segmenting Blending for reading and Segmenting for spelling Encourage your child to segment (break the word down) into phonemes (the sounds in words) and blend them back together.

10. Understanding (Comprehension) Being able to read does not mean you understand what you read. Your child might sound like a good reader but may not necessarily understand what the text means. The best way to develop understanding is to talk about texts. Read the next slide…….

11. An extract taken from a computer manual According to the previous ATA/IDE hard drive transfer protocol, the signalling way to send data was in synchronous strobe mode by using the rising edge of the strobe signal. The faster strobe rate increases EMI, which cannot be eliminated by the standard 40-pin cable used by ATA and ultra ATA.

12. Understanding (Comprehension) Finding information on the page. Being able to find information that is not on the page. Looking for clues Thinking about situations and predicting what might happen. Putting yourself in a character’s shoes and understanding what is going on from their viewpoint. Book talk to make your child think.

13. Reading the lines (literal understanding) Reading through the lines (inferential and deductive reading) Reading beyond the lines (evaluative and comparative reading)

14. 1.Activate background knowledge 2.Make predictions/ask questions 3.Visualise when necessary 4.Identify important words/phrases/ideas 5.Make connections and integrate meaning Inference: a process where the reader determines what the author is suggesting, using background knowledge and prior experience. To use inference, we must read like a detective. We find the clues, across the text and use them to add layers of understanding, building a rich picture in our head

15. So, how can we help? Inference depends on a child bringing their knowledge and experience of the world to help interpret the text… Get out and about!

16. Make connections and integrate meaning Use inference Summarise and synthesise And read frequently and widely to develop vocabulary and text experience

17. We, as teachers, teach the children the skills needed to be able to read. KS1 phonics and applying KS2 Comprehension – skills of unpicking a text and understanding what a question is asking Reading in School The Teaching of Reading

18. Phonics Shared reading Guided reading Independent reading Personal reading Focused reading activities Reading across the curriculum Class novels and stories School readers Home readers

19. The Simple View of Reading - - + + Poor word recognition, poor language comprehension Good language comprehension, poor word recognition, Good word recognition, good language comprehension Good word recognition, poor language comprehension

20. Guided Reading Timetable

21. Reading at Home Children who read at home frequently at home and discuss the text with an adult, show better understanding, make greater and quicker progress in the development of their reading and comprehension skills The implications are that your child will fall behind ….

22. Reading at Home – Enjoy! Make reading visible; have books available in your home Share books every day; Boys need to see that reading is something men do. Talk about books. Sit and listen - don’t do chores around the reader! Respect their choices.

23. LKS2 child/text dependent UKS2 on longer texts, you know your child can read…. may only listen to a paragraph BUT unpick the text

24. Hearing your child read Choose a quiet time and give your child your full attention; Give support if required using the strategies explained earlier; Explain the meaning of new words; Talk about the text using open questions.

25. Reading to your children Introduce your children to different types of books; classic fiction, chapter books, short stories, joke books, poetry, non-fiction. Read them the book that was your favourite when you were a child. Read slowly, with expression. Try to use different and funny voices for characters. Follow the words and read the story using the pictures. Talk about what is happening and what might happen next. Leave the story on a cliffhanger!

26. Reading with expression I did not say he stole the money.

27. Reading with children It is vitally important to carry on reading with children in KS2 Share a book, page by page, or chapter by chapter, poem by poem Explore a more sophisticated picture book Read the same story independently…then discuss the text, watch the film, or go to the theatre and make comparisons

28. Retelling is an important skill Good readers do not remember the exact words of a text, they remember the ‘gist’ In order to retell a story, you have to be able to pick out the important parts of the story (summarise) and put them into your own words (synthesise) Encourage children to use the language of the story they have been reading

29. Talking about books It is not a test! Do you like this book; why? Who is your favourite character? Tell me about a character in the book. Which words tell you what the character is like? How would you feel? What do you think will happen next? What would you do? What have you learned about …… in your book? What can you tell me about…?

30. Closed Questions! Do you like this book? Do you like this character? It’s a good story isn’t it? Do you like reading? Are you good at reading? Do you like this kind of story? Change these questions so that the answers cannot be yes or no. What do you like about this book? What do you think of this character? Why do you think this is a good story? What’s great about reading? Why are you a good reader? What is it about these stories that you like so much?

31. Open question starters…. I wonder if…. I wonder why… Tell me about…. Why do you think…. Tell me more How do you know….

32. Questions to ask... What is the title of the book? What kind of book is it? (Fiction, non fiction, poetry, short story etc) Who is the author/illustrator? Have you read any other books by the same author? What made you choose this book? (Author, cover, illustration, recommendation etc) Did you read the blurb before selecting the book? Could you tell anything about the book before you started reading it? What were the clues? What do you predict this book will be about?

33. During reading: What has happened so far? What do you think will happen next? What are the clues that make you think this? How would you like the story to end? Where is the story set? Is there a description? When is the story set? (Past, present, future) Who are the characters in the story? Who do you like/dislike? Why? Do you feel similar to any of the characters? Tell me what is similar?

34. Questions to ask when your child has finished their book: Was the book as you expected? Was there anything you disliked about the story? At what point did you decide you liked/disliked the story? Did you notice anything special about the way language is used in this book? (author’s word choice?) If you had written this book, how would you have made it better? Has anything that happens in this book ever happened to you? Can you describe an exciting moment or favourite part of the story? Is the story straightforward? Is there more than one story happening at the same time? Who was telling the story? Was this the most important character in the story? Do we get to know the characters quickly or do they build up slowly through the book? Was the ending as you expected? Did you like the way the story ended? Do you like the illustrations? Do you have a favourite? Would you recommend this book to your friends? Tell me what you would say to a friend?

35. What to do if your child is stuck Use phonics first. What sound does the word begin with? Can you say the sounds in the word? Blend them together. Read to the end of the sentence. What would make sense? What is the text about – what might fit here? Does it sound right? Look at the picture. Does it help?

36. Good readers ask questions… When we read, we make predictions, ask ourselves questions about the text and then look out for the answer. If the answer is not what we expect, we are prompted to go back and check It is more powerful if we can get children to ask the questions themselves….

37. What if my child just does not enjoy reading? If you think your child is having problems reading, the first step is always to speak to your child’s teacher and share your concerns. Many children learn at different rates, and you shouldn’t get anxious. Remember that anxious children can't learn, and that early enjoyment of books and stories lasts for life.

38. Sit with them for a short time every day and read a book with them on a subject that interests them, whether that’s cars, animals or sports. Don’t expect them to read it for themselves. Just show them how interesting it is to be able to read so that they want to do it for themselves. For many children, especially boys as they get older, non- fiction books are more interesting than fiction, so it may be as simple as changing the type of books you are reading together. Talk to your teacher or a local children’s librarian to see what books are available that match your child’s interests. Give plenty of praise. Let your child know how pleased you are when he or she looks at a book. Show interest in what they have chosen. Children really do develop at their own rates when it comes to reading.

39. My son is switched off reading - what can I do? Research shows that boys are less likely to enjoy reading than girls. More boys than girls struggle with reading and writing at school and boys are more likely to say they don’t spend any time reading outside the classroom. But there are ways you can help: It’s important to make sure that you’re reading something with your son which interests him. Many boys like non-fiction books, so try asking at your local library for recommendations – it may be that he’ll enjoy reading Horrible Histories or the Guinness Book of Records more than fiction. Role models are also important. Make sure boys see dads, uncles or granddads reading, even if it’s a newspaper, so that it seems familiar and they can copy their reading behaviour. Finally, praise your son when something is read well. Equally, if he reads something incorrectly, don’t make him feel that this is bad - mistakes are just part of the learning process.

41. Reading comprehension is complex. When they read, good readers… The reader is active, constantly thinking. 1.Activate background knowledge 2.Make predictions/ask questions 3.Visualise when necessary 4.Identify important words/phrases/ideas 5.Monitor meaning during text reading 6.Detect understanding breakdown and use repair strategies 7.Make connections and integrate meaning 8.Use inference 9.Summarise and synthesise 10.And read frequently and widely to develop vocabulary and text experience

42. Vocabulary and the importance At home, when discussing the text with your child ask questions similar to the above… Why did the author choose these words to describe the …..?

43. Explain two things that the words emerald scrap suggest about the frog? “… scum like an encrusted cobweb “ Explain what the choice of language in the phrase above tells us about how dirty the water was. writer’s use of language – understanding the metaphorical use of language – the ability to visualise – reading through and beyond the lines

44. KS1 Reading Comprehension – sample questions What did Finlay want the big fish to do? Retrieval Finlay whispered…. Why did Finlay whisper? Inference

45. What was left of the rose….. Why was there only some of the rose left? Finlay brought the wrong kind of flour. What was wrong with it?

46. Sample Y6 questions

48. Encouraging reading for pleasure “Study after study has shown that performance on tests of reading comprehension is heavily influenced by the amount of self-selected free voluntary reading that children do” Michael Rosen Reading for pleasure means reading what you chose to read, because you want to

49. “Reading for pleasure is a kind of ‘doing’ too. The reader is active about choosing, browsing and selecting, and then active with playing with the possibilities in a text. More often than not, readers for pleasure will talk about what they read. They pass on their enthusiasms and raise queries, ask questions and try to answer them. ” Michael Rosen, 2013

50. So… the 10 Benefits of Reading 1.Children who read often and widely get better at it 2.Reading exercises our brains. 3.Reading improves concentration. 4.Reading teaches children about the world around them. 5.Reading improves a child’s vocabulary and leads to more highly-developed language skills 6.Reading develops a child’s imagination. 7.Reading helps kids develop empathy. 8.Children who read do better at school. 9.Reading is a great form of entertainment. 10.Reading relaxes the body and calms the mind.