1. Reading at home with your child

2. The Power of Reading!
Creating a love of reading in children is potentially one of the most powerful ways of improving academic standards in school.
There can be few better ways to improve pupils chances in school, or beyond in the wider world than to enable them to become truly independent readers.
If children are happy to read, they are more likely to do so when they have to as well as when they want to.

3. Reading memories
Do you have a good childhood memory about books and reading?
Do you have an unpleasant memory?
Tell the person next to you about both.
It is the conditions and feelings associated with your good memory that should be recreated for reading with your child.
It is likely that most positive responses will relate to being read to, at bedtime or at school.
Negative memories are often associated with having to read aloud in class.
Discuss the elements that made one memory pleasant and the other negative.

4. Reading Success in reading is fundamental to success in school.
Reading is all about acquiring meaning; for enjoyment, information and understanding.
It is not a performance.
It is not a test.
Every time you finish a book - do always choose a harder one next time?
Most aspects of the curriculum rely upon reading to some extent;

5. Understanding (Comprehension)
Being able to read does not mean you understand what you read.
Your child might sound like a good reader but may not necessarily understand what the text means.
The best way to develop understanding is to talk about texts.
The next slide is easy to read – does anyone understand what it means?

6. An extract taken from a computer manual
According to the previous ATA/IDE hard drive transfer protocol, the signalling way to send data was in synchronous strobe mode by using the rising edge of the strobe signal. The faster strobe rate increases EMI, which cannot be eliminated by the standard 40-pin cable used by ATA and ultra ATA.
This slide shows that the ability to read aloud well is no indication of understanding.
Reading comprehension has to be taught.
Language has to be taught, defined, used and understood.

7. Reading requires two skills
Phonics and Word Recognition
The ability to recognise words presented in and out of context.
The ability to blend letter sounds (phonemes) together to read words.
Understanding
The ability to understand the meaning of the words and sentences in a text.
The ability to understand the ideas, information and themes in a text.
If a child understands what they hear, they will understand the same information when they read.

8. Cracking the English Language code
What are phonics?
How many letters?
How many sounds (phonemes)?
How many spellings of the sounds?
Cracking the English Language code 26 44
144

9. Saying the sounds Cu a tu - what’s this word?
Turn to your partner and say the sounds of the alphabet.
Cu a tu - what’s this word?
Video – correct articulation of phonemes
Ask parents to sound out the alphabet – as sounds not names.
They are likely to schwa – e.g fu not ffffffffff
Talk about importance of not schwaing.
If children schwa, they will hear an extra sound when they are trying to blend the word and then the word will not make sense.
If children hear an extra sound, they may add this sound when spelling and therefore get the spelling wrong.
Show Letters and Sounds DVD Phase 2 – enunciation video
Ask parents to sound out their own names correctly – demonstrate.

10. Stretchy Sounds r r r r r r r s s s s s s s v v v v v v v th th th th
ng ng ng ng
f f f f f f f f
n n n n n
m m m m
l l l l l l l l l
sh sh sh sh
z z z z z z
Demonstrate correct articulation

11. Bouncy Sounds a a a a a a a e e e e e e e i i i i i i i i i
o o o o o o o
u u u u u u u
b b b b b b
w w w w w w
t t t t t t t
y y y y y y
p p p p p p
d d d d d d
g g g g g g
h h h h h h h
j j j j j j j j j
k k k k k k k
x x x x x x x
c c c c c c c c
q q q q q q q q

12. Blending and Segmenting
sh ar p
sharp
Explain what blending and segmenting mean.
Emphasise the importance of blending for reading – recognising letter sounds (phonemes) means nothing if they cannot be blended for reading.
Parents can help by playing oral blending games – sounding out words around the house and when out and about – and blending the letters together orally.
E.g. Pass Mummy the c u p cup. Turn on the t a p tap. Touch your t oe s toes…
Re emphasis the importance of not schwaring – short, crisp sounds are vital.
Blending for reading and Segmenting for spelling

13. Reading in School The Teaching of Reading
Phonics
Shared reading
Guided reading
Independent reading
Personal reading
Focused reading activities
Reading across the curriculum
Class novels and stories
School readers Home readers
The hearing of reading is NOT the teaching of reading
Give a brief overview of the function of each of the above aspects of treading in school.
Explain that all of these are part of the teaching of reading.
Explain that sometimes, as parents, there is an expectation that children are heard reading often. This may be the case for some, but not all children. The hearing of reading is not the same as the teaching of reading.
Explain the school policy and expectations about home reading – in general. Details to follow,

14. Reading at Home – Enjoy!
Make reading visible; have books available in your home
Share books every day;
Boys need to see that reading is something men do.
Talk about books.
Sit and listen - don’t do chores around the reader!
Respect choices.
Respect choices – reading the computer or comics or sports magazines is still reading.

15. What to do if your child is stuck
Use phonics first. What sound does the word begin with? Can you say the sounds in the word? Blend them together.
Read to the end of the sentence. What would make sense?
What is the text about – what might fit here?
Does it sound right?
Look at the picture. Does it help?
Talk through each strategy and explain what each will do to help the child decode a word that they cannot read.
Independent Strategies by Jill Marie Warner

16. Independent Strategies by Jill Marie Warner
When I get stuck on a word in a book, There are lots of things I can do. I can do them all, please, by myself; I don't need help from you. I can look at the picture to get a hint. Or think what the story's about. I can "get my mouth ready" to say the first letter. A kind of "sounding out". I can chop up the words into smaller parts, Like on or ing or ly, Or find smaller words in compound words Like raincoat and bumblebee.
I can think of a word that makes sense in that place, Guess or say "blank" and read on Until the sentence has reached its end, Then go back and try these on: "Does it make sense?" "Can we say it that way?" "Does it look right to me?" Chances are the right word will pop out like the sun In my own mind, can't you see? If I've thought of and tried out most of these things And I still do not know what to do, Then I may turn around and ask For some help to get me through.

17. How to use these strategies at home
John let his pet frog go.
It ******across the grass.
What is the first sound?
It h***** across the grass.
What would make sense?
It hopping across the grass.
Does that sound right?
It hopped across the grass.

18. Closed Questions! Do you like this book? Do you like this character?
It’s a good story isn’t it?
Do you like reading?
Are you good at reading?
Do you like this kind of story?
Change these questions so that the answers cannot be yes or no.
What do you like about this book?
What do you think of this character?
Why do you think this is a good story?
What’s great about reading?
Why are you a good reader?
What is it about these stories that you like so much?
Briefly explain the difference between an open and a closed question.
Explain that open questions will generate discussion which will lead to better understanding whereas closed question will only generate a one word answer.
Click to reveal possible alternatives when the parents have had a go.

19. Talking about books It is not a test! Do you like this book; why?
Who is your favourite character?
Tell me about a character in the book.
Which words tell you what the character is like?
How would you feel?
What do you think will happen next?
What would you do?
What have you learned about …… in your book?
What can you tell me about…?

20. Understanding (Comprehension)
Finding information on the page.
Being able to find information that is not on the page. Looking for clues
Thinking about situations and predicting what might happen.
Putting yourself in a character’s shoes and understanding what is going on from their viewpoint.
Book talk to make your child think.

21. Hearing your child read
Choose a quiet time and give your child your full attention;
Give support if required using the strategies explained earlier;
Explain the meaning of new words;
Talk about the text using open questions.
Listen and watch the reading demonstration
With a colleague role-play a home-reading session.
Pretend to struggle with some words and demonstrate how to support the reader.
Scan the book onto PPT slides so that the parents can see the book as you listen to the ‘child’ read.

22. Reading to your children
Introduce your children to different types of books; classic fiction, chapter books, short stories, joke books, poetry, non-fiction.
Read them the book that was your favourite when you were a child.
Read slowly, with expression. Try to use different and funny voices for characters.
Follow the words and read the story using the pictures.
Talk about what is happening and what might happen next. Leave the story on a cliffhanger!
Listen to the story of Jack and the Beanstalk.
Read the story modelling techniques to captivate the listener.
Replace Jack and the Beanstalk with a story of your own choice if you wish.`

23. Jack and the Beanstalk
Think about the story of Jack and the Beanstalk.
Who are the characters?
Who is the main character?
How would you feel if someone kept stealing your belongings?
What might the giant say to Jack’s mother?
Or whichever story you have read,

24. You’re never too young! Polar Bear Polar Bear
This is two-minute film of a father reading to his baby.
The baby has obviously heard the story many times and can distinguish between the text and the narrator.
The patterns and the rhythms of the story are embedded and the baby knows when his father is reading and when he is making the animal noises.
You will have to download this at home and burn onto a CD.

25. Have fun!!