1. Learning to Read Parent Workshop Wednesday 20th September 2017
Mr A. Peaple (DHT, Leading Practitioner in English and English Leader at Wildmoor Heath)
Mrs E. Dalton (YR Teacher)

2. Where did it all go wrong?
Literacy levels at age 11 (end of primary school):
1906 = 100%
2015 = 89% in reading and 87% in writing

3. 1906 – test for literacy
Measure for reading – could pick their own name out of a list
Measure for writing – could write their own name

4. Now ‘Secondary Ready’ reading (NC 2014):
maintain positive attitudes to reading and understanding of what they read by:
continuing to read and discuss an increasingly 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
increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions 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
And…

5. 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.

6. Teaching reading 1960s - now
1960s – initial teaching alphabet (ITA) (a system of different symbols representing sounds: = ‘j’ in judge)
1970s – look and say (aka ‘whole word’)
1980s – ‘real books’
1990s – National Literacy Strategy (NLS)
2010s – phonics, phonics, phonics!

7. The building blocks for reading
If every child started school with…
Knowledge of language
Pattern
Rhyme and repetition
Vocabulary
Predictability
Knowledge of ‘how books work’
We would be very happy!

8. Three aspects of reading
Whole word
Prediction
Picture
Grammar
Story
Phonics
Beginner readers will be practising one of more of these aspects until all three are used.

9. The ‘Searchlight’ Model
Phonic Knowledge (sounds and spelling)
Text
Grammatical Knowledge
Knowledge of Context
Word recognition and graphic Knowledge

10. What does this say?
ghoti

11. ghoti = fish What does this say? gh as in rough o as in women
ti as in station

12. Phonics
Big emphasis (i.e. Rose Report), but not the first skill needed
‘Read Write Inc’ (Ruth Miskin) ensures all children are being taught phonics consistently across school
In EYFS/KS1 – daily sessions
Not just about ‘knowing’ sounds – ‘applying’ them is the key
We teach other strategies alongside phonics in our 1:1 guided reading sessions

13. Teaching and using phonics
Sounds introduced in three sets in specific order (aka ‘speed sounds’)
Segmenting / Blending (F-r-e-d Talk)
‘Nonsense’ words (reflecting Year 1 test)
Hear it, say it, read it, write it
‘Red’ or ‘Tricky’ Words: There are some words they just have to know (e.g. no point sounding out ‘the’) ‘If it’s red, it’s hard to Fred’

14. A sample phonics lesson…with Mrs Dalton and some special guests!
(…and F-r-e-d the Frog!)

15. Phonics – Top Tips for Parents
Avoid the ‘schwa’ – soft sounds only
Don’t make them sound out whole words
Initial sound
Blend first 2-3 sounds
Then have a ‘good guess’
It’s ok for them to use other strategies too
Phonics guide for parents on website
Sounds will be sent home to practise once learnt in school

16. Can you read this? ‘Laciate ogni speranza voi che entrate’
May ‘decode’ with practise – matching sounds
Did it make sense?
If not, are you really reading?

17. Fluent readers ‘Lextexx xxx xox xxe oxxy xluxx xo uxxxown xoxxs’
Competent readers draw upon a whole host of clues when making meaning out of print

18. Could you read it? ‘Lextexx xxx xox xxe oxxy xluxx xo uxxxown xoxxs’
‘Letters are not the only clues to unknown words’

19. Learning to read at school
1:1 guided reading with teacher and TA (mainly EYFS & KS1)
Daily phonics (EYFS/KS1)
Story groups (EYFS) and class novels (KS1/2)
Small group guided reading with teacher, TA or independently (mainly KS2)
Literacy lessons (whole class)
‘reading as readers’ / ‘reading as writers’
Applying skills across the whole curriculum
Hearing children read is NOT teaching them

20. Reading scheme Mainly use Bug Club Can also use ORT and Jelly & Bean
Books chosen to meet children’s needs
90% rule (we don’t expect children to read every word)
At all levels, children should be understanding what they are reading
Don’t get too hung up about expression

21. EYFS/KS1 - Who? When?
Teacher, TA or volunteer (BUT all children must work with a teacher at some point each week)
Notes in reading diary AND teacher’s file
Every day, 3 times a week, weekly? Depends on attainment and need.
Early work, during assemblies (sometimes), during foundation subjects
5-10 minutes per session
Focused on teaching the skills

22. The 1:1 Guided Session
Expectations / independence – must bring book, target card and reading record
Warm up – phrase cards, sound check or comprehension
Child says target
Introduce or recap book
Read to or with child
Adult models / teaches new skill
Opportunity for child to respond to text
Feedback given specific to target
Renegotiate target and / or choose new book (if appropriate)
NB. Lead with a pen (if needed) above the word – point with the eyes not the finger

23. Teaching sight vocabulary
Need instant recall of ‘red’ or ‘tricky’ words or sometimes new key vocabulary
Should be taught as part of a phrase
Need to be taught explicitly
Little and often
Phrase cards
1:1 or very small group
TA and / or teacher

24. KS2 - Who? When? At least 3 guided reading sessions per week
Children working below ARE also get 1:1 reading (and can also be used for more able children to push them on further)
Children will work with a teacher, TA and independently with a small group over a 2 week period
Sequence: Pre read – Adult guided group (teaching) – Follow up activity

25. The Group Guided Session
Target (LLT)
Introduce book
Strategy check
Independent reading
Respond to text
Return to target (Feedback)
Sessions will be differentiated depending on whether children are developing or experienced readers

26. Assessing readers Miscue analysis Higher level books
What strategies are they using?
What can’t they do?
Teach it?

27. Reading books
The books assigned to children from the scheme are specifically for the teaching of reading
They may have this book longer than if they were reading for pleasure
Children can also have a ‘reading for pleasure’ book from the class or school library – they should be encouraged to practise their skills when reading these too; they can change these as often as they like

28. Target Cards
Teachers, TAs, parents and children know exactly which strategy they are learning
Target card colour matches book band
Kept with reading record
Red spot identifies the target(s) the child is working on; A blue spot shows they have achieved the target. Orange denotes ‘mastery’
Children must show they are using a strategy securely on three separate occasions to get a blue spot (can move on with blue – orange not essential)
See reading guidelines for average time on each colour target card

29. Reading diary
Guides parents, child and the next person to hear them read
Comments should say what the reader can do and what they need to do next (target card!); specific praise.
Shouldn’t have general praise or comments about fluency / expression (unless specific target)

30. Role of parents
We encourage parents to hear their child read, but we don’t expect you to teach them
If you can’t hear them read regularly, talk to them about what they are reading
Let them see you read (especially dads)!
It’s our job to teach them and to give them reading opportunities (not reading at home is never an excuse for lack of progress!)
Use the target cards / reading diaries
Workshops – ‘up-skill’ parents

31. Questions?