1. Reading Workshop for Parents
October 2017

2. What is Reading? more than just matching sounds to a letter
making meaning of print
the words should enable you to put a picture in your head

3. Can You Read This? ‘Laciate ogni speranza voi che entrate’.
may read with practice - matching sounds
sounds do not make sense
no real reading taking place

4. 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

5. Could You Read It? ‘Lextexx xxx xox xxe oxxy xluxx xo uxxxown xoxxs’
‘Letters are not the only clues to unknown words

6. Reading the Environment
not all reading is in books
surrounded by print that communicates a message
alert your child to uses of print in the environment
point out signs and labels
Fire Exit
Ladies
Cinema

7. Pre Reading Requisites
a knowledge of language and the sounds of words
listened to patterned and predictable texts
rhyme and repetition (through nursery rhymes)
vocabulary – (vocabulary size is a good predictor of early reading skills)
English as an additional language – need these skills in their own language
knowledge of how books work (front to back, left to right print etc)

8. Three Aspects of Reading
whole word (the, of, was etc – words that don’t have a “picture”
prediction
- using the picture
- using the grammar
- using the story
phonics
Beginner readers will be practising one or more of these aspects until all three are used

9. Phonics Necessary – but not the only skill needed
20 minute sessions daily for youngest children
Sound sheets – practice at home
Short sounds ‘b’ not ‘buh’ ‘h’ not ‘huh’ etc

10. Phonics cont
What is this word?
ghoti

11. ghoti
fish
‘f’ as in rough ‘i’ as in women ‘sh’ as in station

12. Reading at Thameside personalised reading target cards
books matched to children’s need
timetabled slots for every child at the early stages of reading

13. Learning to Read at School
1:1 reading session
English lessons
shared text
guided reading
reading detectives
through whole curriculum
hearing children is not teaching, but assessment of where to go next

14. What happens when?
1:1 reading until into Band 2 (average for 7 year old)
transition to guided reading
1:1 reading and guided reading
guided reading (at least 4 times weekly)
reading Detectives (from Reception onwards)

15. 1:1 reading session
Warm up – sound sheet (phonics) or phrase cards (high frequency words)
Reminder of target
Reminder of story so far
Read to, read with, read independently
Reminder of target and what to practise at home

16. Target cards target cards work best on the lower book bands
remind child, teacher, other adults in school and parent of which cueing system the child is currently practising
should only have one or two targets at any one time
Once on Accelerated Reader – move to AR targets

17. Target cards
at the end of Foundation Stage (reception) – average reader on pink/ brown
at the end of Key Stage 1 (Year 2) – average reader on black 2

18. Target cards cont
Lower levels – red, yellow, white, dark blue, pink, brown, green, grey - about one long term
Levels – orange, black, beige – at least 2 long terms
Higher levels – dark pink, pale blue – around 3 long terms

19. Accelerated Reader London leadership project EEF 3 months in 22 weeks
We also STAR assess children at each assessment point to ensure that they are on the correct ZPD. Star Assessments provide the most valid, reliable, actionable data in the least amount of testing time – typically 20 minutes or less. Aligned to the national curriculum, they reveal whether or not your children are meeting age-related expectations.

20. Accelerated Reader

21. Accelerated Reader

22. Accelerated Reader

23. Guided Reading

24. What is Guided Reading?
Guided reading is 'small-group reading instruction designed to provide differentiated teaching that supports students in developing reading proficiency'. The small group model allows children to be taught in a way that is intended to be more focused on their specific needs, accelerating their progress.
Good quality texts, including picture books.

25. How do we teach guided reading?
Over a typical week, your child will take part in…
Independent reading time in the class book corner
A guided session with the class teacher
A guided session with a teaching assistant
Independent tasks to develop understanding e.g. read and draw, replacing all of the verbs to change the effect, writing in role, clarifying words in the text etc.
Reading detectives

26. Reciprocal Reading
A strategy we use in some guided reading lessons where everyone in the group has a role.
The focus is on four strategies –
Predicting
Clarifying
Questioning
Summarising
Teachers first model the strategies, then invite students to apply the strategies themselves. It is a gradual release of responsibility.

27. Reading Detectives Illustrations or words.
Reading Detectives is a Talk for Reading Technique for helping children interpret text.
It works by presenting a story in sections: line by line/ chunk by chunk.
This helps children learn to:
 Predict:
 Infer from text
 Interpret text
 Being tentative
 Tie the clues together
 Recognise pattern in structure: cause and effect
 Listen with recall – strengthening working memory
 Empathise – step into shoes of characters
 Develop imagining skills – ability to picture in head
 Understand a greater range of vocabulary
 Apply “Knowledge of the world”
 To reread to build understanding
 Improve short-term memory
 Associate story and reading with enjoyment
 Recognise how a writer manipulates the reader

28. What is happening in
this illustration?
What kind of story
might this be?
Why do you think that?
How do you think the woman feels about the baby?
Why do you think that?

29. There are some places you would not want to go.

30. There are some places you would not want to go.
Even if I told you that we have oceans clear and blue as summer skies, filled with sea turtles and dolphins, or forest-covered hills lush with birds that call through air thick with warmth.

31. There are some places you would not want to go.
Even if I told you that we have oceans clear and blue as summer skies, filled with sea turtles and dolphins, or forest-covered hills lush with birds that call through air thick with warmth. Even if you knew how beautiful the quiet is here, clean and fresh as a glass bell ringing.

32. There are some places you would not want to go.
Even if I told you that we have oceans clear and blue as summer skies, filled with sea turtles and dolphins, or forest-covered hills lush with birds that call through air thick with warmth. Even if you knew how beautiful the quiet is here, clean and fresh as a glass bell ringing. But nobody comes here because they want to.

33. There are some places you would not want to go.
Even if I told you that we have oceans clear and blue as summer skies, filled with sea turtles and dolphins, or forest-covered hills lush with birds that call through air thick with warmth. Even if you knew how beautiful the quiet is here, clean and fresh as a glass bell ringing. But nobody comes here because they want to.
My nanay told me this is how they brought her, but says it is always the same, no matter who you are or where you come from.

34. Interventions For children who need more
Miss Rollinson: Nessy reading and spelling

35. Resources for parents

37. Any questions?