Transcript Slide 1
1. Grab a seat 2. Get a drink 3. Choose a bun (or two) 4. Have a chat AGENDA Developing skills in Reception (Phonics and Key Words) Pib, vus and yop – Year 1 Screening Latest Reading Update – DEAR / KOBO etc. Easy Comprehension Story Baskets Being a good reading partner New Technology and Apps PHONICS PHONICS http://www.youtube.com/watch?v=eCjJYB07aSU KEY WORDS IN RECEPTION (and beyond) http://www.greatlittleminds.com/pages/45-reception-key-words.html KEY WORDS IN RECEPTION (and beyond) PHONICS PHONICS PHONICS PHONICS READING SKILLS (Not Just Phonics) I cnduo't bvleiee taht I culod aulaclty uesdtannrd waht I was rdnaieg. Unisg the icndeblire pweor of the hmuan mnid, aocdcrnig to rseecrah at Cmabrigde Uinervtisy, it dseno't mttaer in waht oderr the lterets in a wrod are, the olny irpoamtnt tihng is taht the frsit and lsat ltteer be in the rhgit pclae. The rset can be a taotl mses and you can sitll raed it whoutit a pboerlm. Tihs is bucseae the huamn mnid deos not raed ervey ltteer by istlef, but the wrod as a wlohe. Aaznmig, huh? Yaeh and I awlyas tghhuot slelinpg was ipmorantt! See if yuor fdreins can raed tihs too. READING SKILLS (Not Just Phonics) Do you take s______ in your tea? The dog buried his b______ in the garden. If you see a fire look for the nearest ex______________. PHONICS http://www.bbc.co.uk/cbeebies/alphablocks/ PHONICS http://www.youtube.com/watch?v=UU4FKj0OmWs PHONICS PHONICS YEAR 1 PHONICS SCREENING YEAR 1 PHONICS SCREENING READING UPDATE STORY BASKETS COMPREHENSION AF 5: AF 6: AF 7: Use of Language. Viewpoints Social, historic and cultural contexts Why different words have been used What does the writer think? What do they want you to think? What else is similar? When was it written? COMPREHENSION COMPREHENSION What is happening? What is in the boxes? How does he feel? Where is he? Who is he? What is he wearing? COMPREHENSION COMPREHENSION http://www.youtube.com/watch?v=WJbG6TX-IRI POSITIVE READING POSITIVE READING How can we help to ensure success? Make sure the reader can see the book comfortably and has control over it Prepare the text in order for the child to have a good understanding of what they are going to read o Discuss the title of the book and what it is about o Go through the book and talk about the pictures and the text together. Pick out words which may cause difficulty. o Decide how much is to be read o Discuss what has happened already o Scan the pages to be read and pick out the hard or unknown words o Read any difficult phrases or sentences before the child reads them (this is called modelling). Let the reader read Don’t correct every error, otherwise the reader is disrupted and the child feels a failure Don’t correct too quickly, leave some thinking time Be careful when splitting words up into individual sounds, w-a-s doesn’t say ‘was’. POSITIVE READING Positive Prompts Only correct using positive statements “I like the way you tried to think what would make sense. Let’s have a look at it again.” “I noticed you looking at the pictures for clues, well done!” “I like the way you made your voice sound like someone speaking. That’s what good readers do.” “Well done, I’ve noticed the way you looked at the first letter to help you guess the word.” “When you realised it didn’t make sense you went back and read it again. That was brilliant!” “That was excellent reading, you remembered to pause at the full stops.” Always remember that children learn best by being praised and getting things right. Always praise the child as much as possible Never criticise Make your reading time together pleasurable and fun BEING A GOOD READING PARTNER Before you Start Look at the cover of the book: Tell your partner the book title Ask them what they think the book is about Talk about some of the pictures in the book: Look at the characters in the book Talk about what is happening Look for any interesting details Ask them the scan the first few pages: Can they spot any “tricky” words Tell them any “tricky” words you can see Tell them the names of the characters BEING A GOOD READING PARTNER Reading the book If they get stuck you should: Count silently to five before helping Prompt by saying: Try that again Look at the picture Read the sentence again Read to the end of the sentence Look at the first letter Split the word up Have a guess, what would make sense? If you can’t get the word after two tries: Tell them the word Read the whole sentence to them Ask them to read the whole sentence to you If they make a mistake say: Does that sound right? Does that look right? Does that make sense? BEING A GOOD READING PARTNER Before you finish Ask them about their reading: Which character in the book was their favourite Did they enjoy the story? Why/Why not? How had they improved their reading? Give praise by saying: I like the way you added expression You took a breath at the full stops You got a clue from the picture You worked out that word by yourself It was good how you split the word up I like the way you read the sentence again That was a brilliant try That’s what good readers do Thank you for reading to me I enjoyed hearing you read APPS Phonics Space Race “Free for a limited time” APPS Any Questions?