Transcript Reading

Reading
How can you help your children to learn to read?
Ten Top Tips
As parents you are your child's most
influential teacher with an important part to
play in helping your child to learn to read.
Here are some suggestions on how you can
help to make this a positive learning
experience.
1. Choose a quiet time
Set aside a quiet time with no
distractions. Five to ten minutes is usually
long enough for younger children.
• Before school
• After school
• At bedtime
The more of a routine it becomes, the
better.
2. Make reading enjoyable
Sit with your child – make them feel
important and valued
Try not to pressurise if he or she is
reluctant - instead, try to encourage, and
make it fun
If your child loses interest then do
something else
3. Maintain the flow
If your child mispronounces a word do not interrupt immediately. Instead allow
opportunity for self-correction.
It is better to tell a child some unknown words to maintain the flow rather than insisting
on trying to build them ALL up from the sounds of the letters.
If your child does try to 'sound out' words, encourage the use of letter sounds rather
than 'alphabet names'.
http://www.youtube.com/watch?v=IwJx1NSineE synthetic phonics modelled
Don’t just rely on phonics – children use a whole range of strategies. Try asking:
Visual clues: Have you seen this word on another page?
Graphic clues: Is there a clue in the pictures?
Contextual clues: Read the rest of the sentence – What might the word say? Does that
make sense?
Phonic and other strategies
http://www.youtube.com/watch?v=IwJx1NSineE synthetic
phonics modelled
Don’t just rely on phonics – children use a whole range of
strategies.
Visual clues: Have you seen this word on another page?
Graphic clues: Is there a clue in the pictures?
Contextual clues: Read the rest of the sentence – What
might the word say? Does that make sense?
4. Be Positive
If your child says something nearly right to
start with that is fine.
Don't say 'No. That's wrong,' but ‘
Let's read it together' and point to the
words as you say them. Use of the strategies
mentioned before.
Boost your child's confidence with constant
praise for even the smallest achievement.
5. Success is the key
Parents anxious for a child to progress can mistakenly
give a child a book that is too difficult.
This can have the opposite effect to the one they are
wanting. Remember 'Nothing succeeds like success'.
Until your child has built up his or her confidence, it
is better to keep to easier books.
Struggling with a book with many unknown words does
not support learning. Flow is lost, text cannot be
understood and children can easily become reluctant
readers.
6. Visit the Library
Encourage your child to use the public
library regularly.
Reading is just as much about learning to
love books as it is about learning to read.
7. Regular practice
There is limited time within the school
day for children to read 1:1 with an adult.
Try to read with your child on most school
days. 'Little and often' is best.
8. Communicate
Your child has a reading diary from school.
Try to communicate regularly with positive
comments and any concerns. Your child will
then know that you are interested in their
progress and that you value reading.
You could also ‘Magpie’ with your child at
home.
9. Talk about the books
There is more to being a good reader than just being able to read the
words accurately.
Just as important is being able to understand what has been read.
Always talk to your child about the book; about the pictures, the
characters, how they think the story will end, their favourite part. You will
then be able to see how well they have understood and you will help them
to develop good comprehension skills.
Ask questions that will ascertain the child’s understanding of the text
With young or less able readers questions will need to be more literal.
More able readers should be asked questions where they have to infer
[work out] meaning.
Keep questions open ended
Asking questions
Ask questions that will ascertain the child’s
understanding of the text
With young or less able readers questions
will need to be more literal.
More able readers should be asked questions
where they have to infer [work out] meaning.
Keep questions open ended
Which Questions?
Where does the story take place?
What do you think the setting is like?
What specific words helped you create that picture?
Who are the key characters in the book?
How does the main character feel?
What did s/he/it look like? i.e. describe…, e.g. the giant
What do you think is happening here?
What happened in the story?
Can you tell me what the text/story is about in just a few sentences?
Do you have any questions about what you have read?
What does the word … mean? What is another word for …?
Have you read any new words in this text?
Which words/phrases tell you that… e.g. the setting is spooky
More able and older children should be able to give some reasons why to
support their responses and if possible be able to give some evidence from
the text.
10. Variety is important
Remember children need to experience a
variety of reading materials e.g. picture books,
hard backs, comics, magazines, poems, and
information books.
Recommended reads:
http://www.wordsforlife.org.uk/searchbooks?ke
ys=&field_booksuitable_value_many_to_one=58
Assessment
Reading Assessment Focuses
These help us to really plan and assess all the different
areas of becoming an effective reader!
AF1
Use a range of strategies, including decoding of text, to
read for meaning.
AF2
AF3
Understand, describe, select or retrieve information,
events or ideas from texts and use quotation and
reference to text.
Deduce, infer or interpret information, events or ideas from
texts.
AF4
AF5
Identify and comment on the structure and organisation
of texts, including grammatical and presentational
features at text level.
Explain and comment on writers’ use of language, including
grammatical and literary features at word and sentence
level.
AF6
AF7
Identify and comment on writers’ purposes and
viewpoints and the overall effect of the text on the
reader.
Relate texts to their cultural and historical contexts and
literary traditions.
AF1
Use a range of strategies, including
decoding of text, to read for meaning
AF2
Understand, describe, select or retrieve
information, events or ideas from texts
and use quotation and reference to text.
AF3
Deduce, infer or interpret information,
events or ideas from texts.
AF4
Identify and comment on the structure
and organisation of texts, including
grammatical and presentational features
at text level.
AF5
Explain and comment on writers’ use of
language, including grammatical and
literary features at word and sentence
level.
AF6
Identify and comment on writers’
purposes and viewpoints and the overall
effect of the text on the reader.
AF7
Relate texts to their cultural and
historical contexts and literary
traditions.
Any Questions