1. Reading Information Evening
25th April 2017
Wylam First School
L Howells

2. Why Read. “The more that you read, the more things you will know
Why Read? “The more that you read, the more things you will know. The more that you learn, the more places you'll go." Dr Seuss Unemployed adults are twice as likely to have weak literacy skills as those in full-time employment. Higher levels of literacy have been found to have a relationship with improved mental health. Reading fiction is associated with higher levels of empathy and improved relationships with others. It’s also a lot of fun!  
Importance of role of the parent. Don’t leave it up to the school to teach your child to read. Parents have a huge influence.

3. Importance of role of the parent
Importance of role of the parent. Don’t leave it up to the school to teach your child to read. Parents have a huge influence.
Literacy Begins at Home “Be Awesome, be a Book Nut……” Dr Seuss Learning to read should be a game, not a race. Think of reading as a problem solving activity. Every day can be a reading day!  

4. First Steps………talk, talk, talk
“In the beginning was the word
and the word is ours:
the names of places,
the names of flowers,
the names of names.”
– Words Are Ours, Michael Rosen
By the age of 1 most children have learnt all the sounds that make up their language.
Words help to build the thought connections in the brain.
The more language a child experiences, the more advantaged socially and educationally that child will be for the rest of his or her life.
The biggest single predictor of literacy success is vocabulary.

5. Shhhh….the 3 Secrets of Reading
We know that reading comprises 3 clearly defined, separate ‘secrets’:
1. Understanding print
2. Understanding language
3. Understanding how the world works.

6. What makes an independent and successful reader?
Successful Readers….
are interested in reading.
expect to understand what they are reading.
‘get into’ a book.
will try new texts.
know there are different types of books.
read for variety.
use different reading strategies.
realise when they have stopped understanding what they are reading.
are resilient.

7. What knowledge and skills do we need to read?
Oral language
2. Phonological awareness, phonic knowledge and skills
3. Word Recognition
4. Vocabulary
5. Fluency
6. Comprehension
The main goal of reading is, of course, comprehension. Comprehension requires engagement with the text at a deep level, and an array of skills that go far beyond simple word recognition.

8. What are the steps to independent reading ?
1. Emergent literacy
speech development
responding to spoken language
developing basic concepts underlying reading and written language (e.g. turning pages, holding a book correctly)
a beginning knowledge of letter names and sounds

9. What are the steps to independent reading?
2. Beginning Reading – Phonics skills and knowledge:
being able to hear the difference between different sounds
initial letter sounds, moving onto groups of letters that make sounds
blending sounds together to read a word

10. What are the steps to independent reading?
3.Beginning Reading - Word Recognition: 
bank of sight words
syllabification
recognition of a wider range of words

11. What are the steps to independent reading?
4. Building Fluency:
reading of basic sentences (perhaps from memory to start with).
accuracy, pace and expression are key skills
incorporation of automatic word recognition processes in reading
What are the steps to independent reading?

12. What are the steps to independent reading?
5. Reading for Interest and Breadth:
wider and varied reading, leading to the development of greater fluency and understanding
making links in reading
What are the steps to independent reading?

13. What are the steps to independent reading?
6. Mature reading:
fluent reading across a range of genres
good comprehension
analysis of text
use of wide range of materials/texts
development of own interests and preferences
the ability to identify, describe and discuss links between texts
What are the steps to independent reading?

14. How is my child taught to read at school? Early Years
“Books shouldn’t be daunting, they should be funny, exciting and wonderful; and learning to be a reader gives a terrific advantage.” Roald Dahl
Daily sharing of quality texts, including whole class reading
Listening area with stories and songs
Book corner and cosy reading areas
Changing topic-themed book areas
Outdoor Literacy activities including phonics and word-reading
Reception – daily phonics lesson; we use Read, Write, Inc resources and scheme as a base.
Reception – individual reading twice a week
Reception – learning high frequency words
Reception – Guided group reading in Summer term
Reception homework – phonic book to go home weekly, books changed weekly to be read at home.

15. How is my child taught to read at school? Key Stage 1
“Reading is the gateway skill that makes all other learning possible.” Barack Obama
Daily sharing of quality texts, including whole class reading of key stories and authors
Book corner and welcoming reading areas
Changing topic-themed book displays
Daily phonics lesson; we use Read, Write, Inc resources and scheme as a base
Weekly reading carousel to teach key reading skills – this includes guided group reading
Individual and / or group reading at least once a week
Year 1 – focus on decoding, word recognition, building fluency. Reading comprehension taught through discussion, role-play and drama.
Year 2 – increasing focus on more formal reading comprehension, with the emphasis on higher reading skills such as inference.
Homework – books are changed once a week to be read at home; weekly word lists to read and spell; some additional work in Year 2.

16. How is my child taught to read at school? Key Stage 2
“All the secrets of the world are contained in books. Enter at your own risk.” Lemony Snicket
Regular sharing of quality texts, including whole class reading of favourite novels and authors
Book corner and attractive reading areas
Changing topic-themed books for research and deeper learning
Weekly guided group reading with a focus on quality discussion to develop retrieval and inference skills
Use of drama and role-play to develop understanding
Your child will read at least once a week, usually as part of a group.
Year 3 –books are changed once a week (if needed) to be read at home
Year 4 – children change their books independently
Homework – reading books, weekly word lists to read, spell and write in sentences, additional literacy homework as required.

17. How to help your child to read at home.
“You’re never to old, too wacky, too wild, to pick up a book and read to a child.” Dr Seuss
Introducing a book can be helpful for children of all ages.
Chat about the title, author, pictures and blurb.
If your child has read a book about the same topic or by the same author, discuss what seems to be the same or different about this book.
Discuss how to spot and say the names of characters and places in the book.
Ask your child to predict what the book might be about or what might happen

18. How to help your child when reading at home.
Be enthusiastic about each attempt to make sense of print. Great, you corrected yourself. Now it makes sense doesn’t it?   Be patient. Allow your child time to work out the text. Don’t be too quick to tell your child a word. If you give your child a prompt or clue, rather than saying what the word is, you are teaching your child to problem solve or predict.

19. What to do if they can’t work out a word…
Wait a few seconds...
What do you think you could do to work out the word?
Try sounding it out.
Can you put the sounds together to read the word? Try saying them quickly (model if needed)
Look at the first letter. Look at the last letter. Look at the letters in between. What do you think the word might be?
Does it look like any other words you already know?

20. What to do if they can’t work out a word…
Does the picture give us a clue?
Read the sentence again. Read to the end of the sentence. Any idea?
Does it make sense in the story?
Does that word look right for what else is on the page?
After 2 tries, you need to name the word for them.
Ask them to read the sentence again with the new word.

21. Tips for reluctant readers….
Little and often is usually best.
Use a timer or decide how much first.
Read the book to them at first.
Read aloud together.
Read half the book each. Take turns.
Read to a willing sibling/pet / soft toy.
Look for books to read and share purely for enjoyment.
Know when to leave it for another day; it might just not be the right time. But.... don’t give up!

22. Next Steps: Building Fluency
Fluency is the ability to read accurately, quickly and with expression. It occurs without conscious effort. It is an important skill that requires practise at home and at school.
3 Steps to Fluency:
1. Accuracy
Accuracy is the first requirement. Inaccurate word reading will logically lead to a breakdown in meaning. Fluent readers have moved beyond the decoding stage and are accurately reading whole words.
We don’t want children to read really fast.

23. 2. Rapid rate of reading 3. Prosody
The rate at which readers can access connected text is almost as important as word reading accuracy. When a reader is both accurate and rapid, it means that the word identification processes have become automatised – they no longer require conscious attention.
3. Prosody
Prosody is the third core element of fluency. It is defined as reading with expression, and meaning. It is often the forgotten component of reading fluency.
We don’t want children to read really fast.

24. How can I support Reading Comprehension?
Discuss the contents by asking simple questions about the characters, their actions and the setting,
To help your child understand inference, encourage her to look out for anything that seems a bit strange in the context of the text. ‘For example, in the sentence, “’Oh marvellous, I’ve got ironing to do,’ said Mum,” does anything strike him as being not quite what it seems?’
If they are written, ensure your child reads the questions properly.
Make sure your child uses the text as evidence to back up her answers, rather than just general knowledge.
Reading comprehension is not a memory test; all the information your child needs is there on the page.
Making a connection:
1. Make a text-to-text connection where he relates this book to another he has read.
2. Make a text-to-world connection where he relates the book to an experience going on in our world.
3. Make a text-to-self connection where he relates the book to himself or an experience he has had.

26. So, how can I encourage my child to read. Talk with your child
So, how can I encourage my child to read? Talk with your child. Be Patient. Be a positive role model. Read to your child every day. Listen to your child read. Encourage your child to read quality texts from a wide range of sources. Ask them questions about what they have read and encourage them to make links and connections. Above all, have fun with reading!