1. KS1 How to support your child in Reading December 2017

2. What will we cover today
What will we cover today? End of Key Stage Expectations Key Reading Skills How we are supporting reading at school How you can support your child at home

3. Why are we here? End of year expectations are now higher Skills needed to reach this level are different to those needed in Reception

4. What are the expectations. https://www. youtube. com/watch
What are the expectations? Common Exception words are common words with unusual GPC (grapheme phoneme correspondence) Children should be able to read most of these. Read and write words ending in common suffixes –s, –es, –ing, –ed, –er ,-y, –est –ment, –ness, –ful , –less and –ly Read accurately words of 2 or more syllables Read fluently at 90 words per minute(ie. Without overt sounding and blending) Sound out most unfamiliar words accurately, without undue hesitation.

5. Common Exception Words
Year 1
the, a, do, to, today, of, said, says, are, were, was, is, his, has, I, you, your, they, be, he, me, she, we, no, go, so, by, my, here, there, where, love, come, some, one, once, ask, friend, school, put, push, pull, full, house, our
Year 2
door, floor, poor, because, find, kind, mind, behind, child, children, wild, climb, most, only, both, old, cold, gold, hold, told, every, everybody, even, great, break, steak, pretty, beautiful, after, fast, last, past, father, class, grass, pass, plant, path, bath, hour, move, prove, improve, sure, sugar, eye, could, should, would, who, whole, any, many, clothes, busy, people, water, again, half, money, Mr, Mrs, parents, Christmas

6. Boxer ran into town to look for food. In a shop was…a big fish.
Boxer was a big dog.
Boxer ran into town to look for food.
In a shop was…a big fish.
“Yum, yum, dinner for me.”
Boxer took the fish and ran off.
He ran down the road.
Boxer ran into the park.
In the park was a deep pool.
Boxer took a good look.
In the deep pool was…a dog.

7. Key Reading Skills Fluency “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 Children should re-read these books to build up their fluency and confidence in word reading” National Curriculum Fluency is the ability to read quickly, accurately and with expression. It is a bridge to comprehension. Barriers to fluency include :Lack of phonic awareness, lack of practice, lack of vocabulary Comprehension Pupils should be encouraged to read and then reread all the words in a sentence and to do this accurately, so that their understanding of what they read is not hindered by imprecise decoding (for example, by reading ‘place’ instead of ‘palace’). Skills include: making predictions, using their background knowledge, visualising, using inference, looking out for important words and phrases and summing up. It’s all about understanding.

8. It is not a race, it is a journey!
Progress through the bands is not automatic and it is important to ensure that children working in the earlier bands have secure understanding so that they remain in control of the text and motivated as they move on to more challenging texts.
You will be doing your child no favours if you rush them through books.
It is not a race, it is a journey!
Reading must not be treated as a competition.
If children are rushed through the books they will not achieve the enjoyment and understanding necessary.
Books that they find too difficult will soon put them off reading!

9. How we are supporting reading at school Whole class and Phonics teaching – From January, a comprehensive phonic and reading package will be in place alongside our writing curriculum.   Individual reading – Each child is read with independently once a week by a member of staff. During this time, they will work on fluency and comprehension skills using one of our banded books. Use of the Library – Library books are chosen by the child and should be for pleasure. They may be able to read them independently, they may choose something that they would like you to read to them. Some of our books are comic like to promote love of books for the reluctant reader. They are not a substitute for the ‘banded’ reading book, which is linked to reading ability. Any issues or concerns regarding reading, please speak to Miss Earp or Mrs Paine.

10. What can you do to help?
Hear your child read as often as you can. Daily if possible.
Encourage them to reread the sentence until it is fluent (no sounding out or gaps) and accurate.
Check for understanding of the text through questioning and discussion.
Learn to read and write the common exception words
Read texts to your child that they cannot access themselves. You are never too old for a bedtime story!
Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds. (from National Curriculum 2013)

11. Thank you for coming today!