Transcript Curriculum Information Evening

•Guided reading in school and at home
•Choosing books
•Every child an enthusiastic reader
•Comprehension skills
Reading at school
•Guided reading in school and at home
•Choosing books
•Every child an enthusiastic reader
•Comprehension skills
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Shared Reading
Guided Reading
Individual Reading
Quiet Reading
Paired Reading
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Developing Reading Skills
In order to become good readers,
children need to:
- be read stories
- share books
- use illustrations to aid understanding
- decipher the meaning of new words
from their contexts
- know the letter sounds (phonics)
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How do children learn to
read?
• Pupils become successful readers by
learning to use a range of strategies
to get at the meaning of a text
• Recognising and understanding the
words on the page is no guarantee
that the text will be understood.
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Letters and Sounds
Some children in years 5 and 6 will still need
support in:
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Recognising sounds
Reading tricky words on sight
Blending for reading
Segmenting for spelling
Applying skills – reading or writing a
sentence
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Principles of Guided Reading
• Children are grouped by ability
• Children read guided reading book at
home – at least twice
• The book will be at the top of their
ability – parental support
• Children discuss what they have read
during the week (see next page for
range of questions)
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Reading assessment focus (AF) grids
AF
1
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Use a range of strategies, including accurate decoding of text, to read for meaning
Skimming and scanning
AF
2
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Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text
How did Christopher Robin get the tail back on Eeyore?
Tell me something about the family this book is about – names, occupations, nationality, ages
AF
3
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Deduce, infer or interpret information, events or ideas from texts
Why did Pooh come over all funny when he saw Eeyore jumping around with his tail back?
Why were the old couple suspicious when he broke up and divided the chocolate?
AF
4
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Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text
level
Why has the author not spelled the word ‘tremendous’ correctly when Avery uses it?
Explain the significance of the title of this chapter.
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AF
5
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AF
6
AF
7
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Explain and comment on writers’ uses of language, including grammatical and literary features at word and sentence
level
What is the play of words that Pooh uses when he says Eeyore was ‘attached’ to his tail?
P5. ‘Joseph must act quickly…He must get hold of them…He must lift the guard…Why has the author used ‘must’ so
often in this paragraph. What effect does it have?
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Identify and comment on writers’ purposes and viewpoints and the overall effect of the text on the reader
Why does the author call the sentry ‘burly’ when Ruth first meets him? He has chosen this word deliberately? What does
it mean, first?
Why does the author have the cook as a merry, cheerful person? What is he trying to emphasise?
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Relate texts to their social, cultural and historical contexts and literary traditions
Compare Ruth’s school to your own experience in this school. Can it be done?
Why were some Poles willing to attack the well-equipped Nazis with only their own bare hands?
Helping your child with comprehension
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Perfect answers
• Why was the place
bleak and silent?
• Why was Mrs
Krause so reticent
about the fate of
the children? Why
did she keep
quiet?
• David put the
bottle of whisky
inthe pillowcase.
True or False
• ‘The place was bleak and silent.
So many people were dead, or
had fled or were hiding.’
• ‘Mrs Krause was reticent
because she didn’t want to have
to tell him that his children
were dead; it was a horrible
way to die. She didn’t want him
to lose all hope.’
• ‘It is false as David did not put
the bottle of whisky in
thepillowcase. He carried it
himself.’
Children can improve their
reading by:
• Correcting mistakes faster
• Using expression
• Noticing and using punctuation
marks
• Reading at a faster pace with greater
fluency
• Identifying interesting words
• Showing an interest in longer texts
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• Skimming and scanning
Assessing reading
• Teachers assess children's reading
regularly using teacher assessments, past
tests and Benchmarking
• Children need to be able to understand
what they have read and be able to
answer questions about the text
• Children must demonstrate a good level of
comprehension
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Helping your child to read
(KS2)
• Make reading fun! Share books and other
forms of print – read with and to your
child
• Encourage your child to discuss the books
that they bring home
• Praise your child for reading longer books but
let them read easier books occasionally
• Ask your child for his/her opinion of the book
• Play “Boggle” or other word games
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Libraries
• Are free!
• Can try out loads of books and find
out what you really like
• Stock a range of new titles monthly
• Expose you to books you didn’t even
know existed
• If you don’t like the book, it doesn’t
matter, no money has been wasted!
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Making your child an
enthusiastic reader
• Read to them…excitedly (model)
• Let your child see that you enjoy
reading
• Value your child's choice of book
• Encourage them to read anything
and everything!
• Be positive when you hear your child
read
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