1. Reading Supporting your Child at Home

2. Common Factor in Successful Countries
Aspiration and Parental Support for children is also the highest in successful countries.
Top 10
China (Shanghai), Poland, Hong Kong, Canada, Singapore, Taiwan, Japan, Ireland, South Korea, Finland

3. Reading Competition for Children

4. New Reading Records Top Tips for the Reader/Helper
Phonics Guide (Rec, Yr1,Yr2,Yr3)
Spelling Words
Make Comments
Book Review

5. How and When Books and book bags will come home every night!
Books and book bags must come back every day!
The books the children are bringing home are needed every day for Guided Reading and one 2 one reads with adults. They are SO important to your child EVERY DAY!

6. Expectation for Reading at the end of Reception
Early Learning Goal
Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

7. What’s new in the National Curriculum
All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum.
Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds.

8. Requirements for Year 1
Children should use their phonic knowledge and skills to decode words.
They should read accurately by blending sounds in unfamiliar words containing the grapheme – phoneme correspondences they have been taught.
Children should read the common exception words taught in Reception.

9. Children are likely to meet a range of words that they have not seen before and they may not know the meaning of these words. Teachers should explain the meaning and thus develop children’s vocabulary.
Children should be taught to read words with suffixes (such as ing, ed and er) by being helped to build on the root word that they know already.
They should read words with contractions such as I’ll, and understand that the apostrophe represents the omitted letter(s).

10. Children should read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words.
They should re-read these books to build up their fluency and confidence in word reading.

11. Year 1 - Comprehension
Children should have the opportunity to listen to and discuss a wide range of stories, poems and non-fiction at a level beyond that which they can read independently.
They should become very familiar with key stories, fairy tales and traditional tales, retelling them and considering their particular characteristics.

12. They should recognise and join in with key phrases.
Children should learn to appreciate rhymes and poems, and to recite some by heart.
They should expand their knowledge of new words and discuss their meaning.
Children should check that the text makes sense to them as they read and correct inaccurate reading.
They should make inferences on the basis of what is said and done.

13. They should predict what might happen on the basis of what has been read so far.
Children should explain clearly their understanding of what is read to them.

14. Requirements for Year 2
Children should continue to apply their phonic skills as the route to decoding words until automatic decoding has become embedded and reading is fluent.
They should recognise alternative sounds for phonemes.
When children are taught to read longer words, they should be shown syllable boundaries and how to read each syllable separately before they combine them to read the word.

15. Children should read words containing common suffixes.
They should read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered.
Children who are still at the early stages of learning to read should have ample practice in reading books closely matched to their phonic knowledge. As soon as the decoding of most regular words and common exception words is embedded fully, children can access a wider range of books.

16. Year 2 - Comprehension
Children should listen to, discuss and express opinions about a wide range of contempory and classic poetry, stories and non-fiction at a level beyond that which they can read independently.
They should discuss the sequence of events in books and how items of information are related.

17. They should recognise simple recurring literary language in stories and poetry.
Children should continue to build up a repertoire of poems learnt off by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear.
They should monitor what they read, checking that the word they have decoded fits in with what else they have read and makes sense in the context of what they already know about the topic.

18. Children should learn about cause and effect in both fiction and non-fiction. For example, what has prompted a character’s behaviour in a story.
Deliberate steps should be taken to increase children’s vocabulary and their awareness of grammar so that they continue to understand the differences between spoken and written language.

19. Recall Questions Where does the story take place?
What did a particular character look like?
Who are the key characters in the story?

20. Comprehension Questions
Describe this character.
What do you think is happening here?
What might this word mean? E.g. proudly.
Which words tell you that the setting is spooky?

21. What Can a Reader do in KS1?
Will talk about the main events in a story.
Use information from the text to predict events and discuss character traits.
Understand the way non-fiction texts are organised and uses this when reading.
Understands the sequence of a story.
Offers their own suggestions why a non-fiction text has certain organisational features, e.g. use of bold text.
Can discuss the effect of a specific word on the meaning in the text, e.g. to create a spooky atmosphere.
Can consider and comment on the effect of the reader on the main features of fiction and non-fiction texts.

22. Requirements for Years 3 and 4
Recognise themes in what they read e.g. the triumph of good over evil.
Use their skills learned in Key Stage 1 to continue to read for pleasure, find out information and the meaning of new words.
Pupils should listen frequently to stories, poems, non-fiction and other writing including whole books.
Can consider and comment on the effect of the reader on the main features of fiction and non-fiction texts.

23. Requirements for Years 3 and 4
Children need to exercise choice in selecting books and be taught how to do so.
In using non-fiction, pupils should know what information they need to look for before they begin and be clear about the task. They should be shown how to use contents pages and indexes to locate information.

24. Requirements for Years 5 and 6
Pupils should be taught to recognise themes in what they read, such as loss or heroism.
They should have the opportunities to compare characters, consider different accounts of the same event and discuss viewpoints within a text and across more than one text.

25. Requirements for Years 5 and 6
Pupils should be taught the technical and other terms needed for discussing what they hear and read, such as metaphor, simile, analogy, imagery, style and effect.
Non- fiction skills the children acquired in Lower KS2 should be applied in history, geography and science.
Pupils should be shown how to compare characters, settings, themes and other aspects of what they read.

26. Reading for Pleasure
The ethos of the new requirements is reading for pleasure, at home and at school. Research has shown that children who read for pleasure have:
Increased literacy skills
Better life chances
Better health
Increased social mobility
Increased self-confidence
Higher earning potential!

27. Breadth of genres Children are expected to read:
Recounts – stories, letter, autobiography, diary or journal, newspaper report, magazine article and science experiment.
Report – information leaflet, tourist guide, encyclopaedia entry, non-fiction book and letter.
Discussion – newspaper editorial, non-fiction book, debate and leaflet or article giving a balanced account of an issue.

28. Breadth of genres
Explanation – technical manual (e.g. instructions for computer game), question and answer articles, write up of science experiments, websites.
Persuasion – advertisement, catalogue, travel brochure, poster or flier, book blurb and letter.
Instructions – recipe, non-fiction book, timetable, list of rules, posters, notices, signs and instructions on packaging.

29. Questions for the Very Able Reader.
Find a short quotation to show that the writer feels …………. .
How does the writer use the opening paragraph to put across a sense of …………… ?
What can you say about the final sentence in the text? Why do you think the writer used this sentence?
Which words are meant to stand out? Why has the writer made these words stand out?

30. Questions for the Very Able Reader.
Why has the writer chosen to use the words ………… and ………… ?
What does the phrase ………… bring to the text?
Why has the writer chosen to use first, second or third person narration?
How are we as readers supposed to react to the text?

31. Choosing Books Book bands. Reading to an adult at home. Story time.
Reading is not just about the traditional book.
Library.

32. How and When Books and book bags will come home every night!
Books and book bags must come back every day!
The books the children are bringing home are needed every day for Guided Reading and one 2 one reads with adults. They are SO important to your child EVERY DAY!
Vinyl

33. Importance of Early Engagement
More Engaged Parents
Less Engaged Parents
Words heard per hour
2,168
616
Words known by age 3
1,116
525
Words heard by age 4
45 million
13 million
Letters of alphabet by 5
22 letters
9 letters
Parents read every day
59%
36%
Sources: Hart and Risley, 1995; Worden and Boettcher, 1990; Ehri and Roberts, 2006; National Survey of Children’s Health, 2003; Neuman and Dickinson, 2006; IEA Reading Literacy Study, 1996

34. Working Together

35. Questions