1. Reading

2. Why Reading Matters Extracts taken from: Reading - the next Steps - Supporting higher standards in schools. Department For Education - March 2015 Nothing is more important in education than ensuring that every child can read well. Pupils who can read are overwhelmingly more likely to succeed at school, achieve good qualifications, and subsequently enjoy a fulfilling and rewarding career. Those who cannot will find themselves at constant disadvantage. Poor literacy can hold people back throughout their adult lives. Adults with good literacy skills (the equivalent of a good English Language GCSE or better) are much more likely to be in work than those with lower levels of literacy: 83% compared to 55%. Literacy skills are not just important for people’s employment and economic prospects; they also have a strong impact on wider social outcomes. In addition to its substantial practical benefits, reading is one of life’s profound joys. Every child should have the opportunity to experience the pleasure and enrichment which comes from reading a great novel, biography, poem or play.

3. Reading, and discussing what you have read, are cornerstones of education, and the national curriculum aims to encourage all pupils into the habit of reading widely and often. The government expects teachers to do everything they can to foster a love of reading. All children should be encouraged to choose and read books independently as they move through primary school and beyond, so they discover writing that interests them, makes them think or makes them laugh – and are inspired to read more.

4. Reading – Word Reading Pupils should be taught to: apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word. Reading– Comprehension Pupils should be taught to: develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally identifying themes and conventions in a wide range of books preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action discussing words and phrases that capture the reader’s interest and imagination recognising some different forms of poetry [for example, free verse, narrative poetry] understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied identifying main ideas drawn from more than one paragraph and summarising these identifying how language, structure, and presentation contribute to meaning retrieve and record information from non-fiction participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say. Year 3 & 4 Programme of Study for Reading

5. Reading Expectations By the beginning of year 3, pupils should be able to read books written at an age-appropriate interest level. They should be able to read them accurately and at a speed that is sufficient for them to focus on understanding what they read rather than on decoding individual words. They should be able to decode most new words outside their spoken vocabulary, making a good approximation to the word’s pronunciation. As their decoding skills become increasingly secure, teaching should be directed more towards developing their vocabulary and the breadth and depth of their reading, making sure that they become independent, fluent and enthusiastic readers who read widely and frequently. They should be developing their understanding and enjoyment of stories, poetry, plays and non-fiction, and learning to read silently. They should also be developing their knowledge and skills in reading non-fiction about a wide range of subjects. They should be learning to justify their views about what they have read: with support at the start of year 3 and increasingly independently by the end of year 4. At this stage, teaching comprehension should be taking precedence over teaching word reading directly. Any focus on word reading should support the development of vocabulary.

6. Reading Word Pupils should be taught to: apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet. Reading Comprehension Pupils should be taught to: maintain positive attitudes to reading and understanding of what they read by: recommending books that they have read to their peers, giving reasons for their choices identifying and discussing themes and conventions in and across a wide range of writing making comparisons within and across books learning a wider range of poetry by heart preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience understand what they read by: checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context asking questions to improve their understanding drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas identifying how language, structure and presentation contribute to meaning discuss and evaluate how authors use language, including figurative language, considering the impact on the reader distinguish between statements of fact and opinion retrieve, record and present information from non-fiction participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary provide reasoned justifications for their views. Year 5 &6 Programme of Study for Reading

7. Reading Expectations By the beginning of year 5, pupils should be able to read aloud a wider range of poetry and books written at an age-appropriate interest level with accuracy and at a reasonable speaking pace. They should be able to read most words effortlessly and to work out how to pronounce unfamiliar written words with increasing automaticity. If the pronunciation sounds unfamiliar, they should ask for help in determining both the meaning of the word and how to pronounce it correctly. They should be able to prepare readings, with appropriate intonation to show their understanding, and should be able to summarise and present a familiar story in their own words. They should be reading widely and frequently, outside as well as in school, for pleasure and information. They should be able to read silently, with good understanding, inferring the meanings of unfamiliar words, and then discuss what they have read.

9. 1. Choose a quiet time Set aside a quiet time with no distractions. Ten to fifteen minutes is usually long enough. Try to provide a peaceful atmosphere with no distractions. 2. Make reading enjoyable Make reading an enjoyable experience. Sit with your child. Try not to pressurise if he or she is reluctant. If your child loses interest then do something else.

10. 4. Be positive If your child says something nearly right to start with that is fine. Don't say 'No. That's wrong,' but 'Let's read it together' and point to the words as you say them. Boost your child's confidence with constant praise for even the smallest achievement. 5. Regular practice Try to read with your child on most school days. 'Little and often' is best. 6. Visit the Library Use the public library regularly; a valuable, free resource.

11. 7. Success is the key Parents anxious for a child to progress can mistakenly want a child to move to the next level. 'Nothing succeeds like success'. But your child needs to build fluid reading and comprehension skills 8. Talk about books There is more to being a good reader than just being able to read the words accurately. Just as important is being able to understand what has been read. Always talk to your child about the book; about the pictures, the characters, how they think the story will end, their favourite part. You will then be able to see how well they have understood and you will help them to develop good comprehension skills, not just literal by lifting from the text but deeper inference questions and understand authorial intent.

12. 9. Communicate Try to communicate regularly with positive comments and any concerns in your child’s reading diary. Your child will then know that you are interested in their progress and that you value reading. Remember that your child should read the book, at least, twice and diary signed as such.

13. 10. Variety is important Remember children need to experience a variety of reading materials e.g. picture books, hard backs, comics, magazines, poems, and information books. Signs as you walk around a supermarket. Encourage activities that require reading — for example, cooking (reading a recipe), constructing a kite (reading directions), or identifying an interesting bird's nest or a shell collected at the beach (using a reference book).

14. 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?

15. 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?

16. 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?

20. 21. Puppy-walkers have mixed feelings when they give the puppy back for the next stage of its training. Explain why. up to 2 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts. Award 2 marks for responses that explain both the pride / satisfaction / enjoyment of having trained a guide dog puppy and the sadness / loss / reluctance they would feel on giving it back, eg: ● They wouldn’t want to say goodbye as they would have enjoyed training it. But they would be proud that they had helped to make it a good guide dog for the future. ● They are sad because the puppy that they have loved and cared for is leaving but they have the satisfaction of knowing that they have helped a puppy on its way to become a guide dog. Award 1 mark for responses that explain either the pride / satisfaction / enjoyment of having trained a guide dog puppy or the sadness / loss / reluctance they would feel on giving it back, eg: ● they would have built up a relationship with the dog and would be sorry to lose it ● they would have been proud to have trained a guide dog. Also accept for 1 mark for the following quotation: ● (It can be) hard for puppy-walkers to say goodbye (to a puppy), but they have the satisfaction of knowing they have helped to raise a dog who will one day be someone’s eyes. Do not accept general responses without explanation, eg: ● they would feel happy and sad.

21. SLS Peter’s Books Furniture PTA £5,100 Junior Librarian System Fundraise for £1,995