1. Reading Workshops at Smallberry Green Primary School
INDEPENDENCE
FUN!
FLUENCY
COMPREHENSION
REAL-LIFE
CHALLENGING
PROBLEM-SOLVING

2. Aims of today
To get an insight into how reading is taught at Smallberry Green.
To take away some ideas to support your children at home.
To work with teachers and take part in a variety of reading activities.

3. Good readers use: Phonic skills Sight words Knowledge of the world Their own oral language Good readers understand what they read.

4. What is reading?
We define reading as a process of getting meaning from the printed word by means of a back-and-forth processing of print-to-message and message-to-print.
The automaticity with which this processing takes place increases as we become skilled readers.
So readers become better the more they read.

5. Teaching implications of the Simple View of Reading
We should focus clearly on developing word reading skills through
Phoneme awareness and phonics teaching (GPC knowledge and phoneme blending skills)
Repetition and teaching of ‘tricky’ words
And we should focus clearly on developing language comprehension through
Talking with children
Reading to children
Teaching comprehension strategies 5

6. Integrating the three information sources in text
Meaning M
Does it make sense?
Visual V
Does it look right?
Structure S
Does it sound right?
Can you say it like that
in English?
Knowledge of the world and use of the text
Grammatical knowledge
Phonics
Word recognition
Graphic knowledge 6

7. This is how we support your child’s reading development:
Reading at their own level
Reading slightly above
Being read to – it is as important to let your child hear you read to enhance their understanding
Talking about what has been read – understanding what they have read, questioning them about what happens in the book
Sharing reading

8. In Year 2 and 3 we……
Have accelerated reading books which are changed once a week
Home school diary for communication
Guided reading daily
Bug club
Year 2 – change independent reading books once a week

9. Phonics Segmenting & blending Phonics screening Daily
One strategy for reading
terminology

10. School wide system
Using levelled library books – self selected
Tested half-termly on comprehension as well as decoding
Provides ongoing opportunities for comprehension
Self-motivation

11. Guided Reading Daily – 2 adults Differentiated at their level
Comprehension/questioning
Structured
Slightly above independent reading level

12. Class texts Enthusiasm
Cross-curricular learning - links to other subjects – science, history, etc
Community of readers
Appropriate level with challenge (pitched above to extend reading. Not designed to read at home independently)
Introduction to literature

13. Support at home Listen to your child read Read to your child
Discuss and explore what has been read
Return books to school for regular changing (reading and library)
Questioning (inference modelling) – see examples
Access the library after school m, w, f

14. Resources Guided reading packs
Books at right level for the end of the year.
Reading assessment
Model use of accelerated reader
Class texts (Harry Potter and the Philosopher’s Stone)
Bug Club