1. Year 1 and Year 2 Reading Workshop 3 rd December 2013

3. Journey to becoming a skilled reader Beginning to decode Improving fluency and sight vocabulary Direct comprehension Inferred comprehension

4. Sight vocabulary Seeing a word and automatically recognising what it says. Children need to see a word 40 times before they have it embedded in their memory. Have fun with reading Put words around the house and read every time you pass them. Make up a word matching game. Hide words around the house. Spotting words around the supermarket etc. 100 high frequency words

5. Improving fluency Reading fluency is the ability to read text accurately and quickly. Fluent readers can: Group words quickly Recognise words automatically Their reading sounds natural, as if they are speaking. Your child’s reading might at present sound choppy. They might find it difficult to pick up the meaning of the text.

6. How to help with fluency Keep calm and carry on reading Model the reading of the sentence/page for them. Summarise the page for them. They may not have picked up the meaning. If there is a word that can’t be broken down, tell them! Repetition helps. (Repeating pattern books or reading books more than once.) Both read, you and the child alternate. CDs with accompanying books. Singing with the lyrics.

7. Comprehension Understanding what you are reading. Literal Comprehension = Understanding what is on the page. Indirect comprehension = evaluate and draw conclusions from the text.

8. Making Inferences This requires the reader to evaluate and draw conclusions from information in a text. Authors do not always provide a complete description or explicit information about the topic, character, setting or event. But what they do is provide clues that readers need to use to ‘read between the lines’. This involves combining information in the text with their background knowledge.

9. Asking children the right questions helps them to develop their thinking skills.

10. Activity: Watch this clip of Goldilocks and the Three Bears. We will be making up some questions about this story. http://www.youtube.com/watch?v=Oaw-d3r_gIc

11. Blooms Taxonomy Question Stems Use these question stems to help build your questions. The further down the list you go, the more thinking children have to do. Make a list of some of the questions you could ask about Goldilocks and the Three bears.

12. Current research in reading reveals three important considerations for parents and teachers: Children who read, and read widely, become better readers. Reading and writing are complementary skills. Parents are important to children both as role models and as supporters of their efforts.

13. What can I do to help? Provide a good role model — read yourself and read often to your child. Provide varied reading material — some for reading enjoyment and some with information about hobbies and interests. Encourage activities that require reading — E.g. Cooking, following instructions, finding facts (non-fiction books). Establish a reading time, even if it is only ten minutes a day. Write notes to your school-age child; encourage written responses. Establish one evening a week for reading (instead of television viewing). Encourage your child in all reading efforts.

14. ‘You may have tangible wealth untold; Caskets of jewels and coffers of gold. Richer than I you can never be-- I had a Mother who read to me.’ -Strickland Gillilan