Transcript Supporting Reading Training

Ticehurst and Flimwell CE School
2nd December 2014
For
you and your child to get
more out of a session
Strategies with pictures
Solutions when your child is
stuck
Reading comprehension
 Colour-banded
 Mixture
 Variety
of fiction and non-fiction
of texts: Oxford Reading Tree,
Floppy’s Phonics, National Geographic, Big
Cat to name a few
 Early
books have no words
 Children learn to ‘read’ the pictures
 Questions to engage
 Child needs to interpret:
 Pictures
 Characters
 Events
 However
tempting-don’t jump in and help!
 The aim is to develop independence and
resilience in reading
 1)
What sound does it start with?
 2) Look at the picture-is there a clue?
 3) Is there a word in the word?
 4) Let’s miss the word out and see if we can
guess from the rest of the sentence (context)
 5) If they miscued e.g. Read bird instead of
‘bed’- does it make sense?
 Children
learn what they live
 Be enthusiastic about books and readingthey will learn to be too!
 Read to them-model good reading
 Lots
of praise and encouragement
 They
should be able to read approximately
75% of the words
 Any
more errors and they will lose fluency
and comprehension
 If
you suspect your child is struggling with
the text, please tell your child’s teacher
 If
they make next to no errors at all and
understand what they are reading-the book is
too easy
 Avoid
closed questions - ‘yes’ and ‘no’
answers
 Useful question starters:
how/why/when/where
 Push them further- “how do you know?”
 Get them to predict future events
 Get them to relate things to their own
experience and empathise with characters
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Let the child do the work, your talk should be minimal
Don’t over-scaffold. “How could you work it out?”
Encourage them to find sounds they have been working on
in class
Get them to comment on language and interesting words
Make it fun!
Practise reading regularly – ten minutes a day WILL make a
difference
Comment on punctuation
Encourage your child to read words in their environment
and independently read
Question them more if they have little expression-not
engaging with contents of reading
Know when to stop!
 Use
a pen, ruler or other device to track for
them- they should use their own finger!
 Make
reading a chore
 Worry
if your child makes errors, this is how
they learn
 Word
detectives- can they find the word that
means the same as –dark (dingy)
 Check their understanding of vocabularydictionary
 Cover the pictures- chn predict the words
 You read- make same errors as them- can
THEY spot them? (more effective than
correcting THEM)
 Can they make a note of ‘good’ words for
their writing?
 Model issues they have e.g. no expression
 Formulate good questions as you listen
 These
are the most straightforward
 Make
sure they find the evidence in the textnot from memory
 What
is the name of the dog?
 What colour is mum’s dress?
 What did Kipper find under the rock?
•Look for clues and read between the
lines what and why
•These questions require the
information AND how they know-what
is the evidence?
E.g. How is Kim feeling-how do you
know this?
She is angry because she marched up
the stairs and slammed her bedroom
door.
Evaluation: appraise author technique (use
of vocabulary, sentence structures,
imagery, description)- what makes them a
good writer?
What effect does this have on the reader?
Justification: make a statement.
“I think Biff was selfish. What do you
think?” Child MUST give their opinion and
support with evidence.
 What
do they think they need to do to
improve?
 What would they give their reading out of
ten? What would make it a nine rather than a
five?
 Please
write a comment in their reading
record
 Something
on
they did well, something to work
 Self
correction is a strength! If a child
miscues and then realises that what they
read did not make sense and re-reads it
correctly
 Don’t
underestimate the difference home
practise makes to a child’s progress!
 Please
ask your child’s teacher if you have
any queries or concerns at any stage about
your child’s reading