Transcript Reading Rules!

Reading Rules!
Ashford Oaks Primary School
Donna Frith
We Love Reading!
 Reading should be a pleasurable experience.
We want our children to become able and fluent
readers!
 The minute reading becomes a ‘chore’ the
children are not learning, and may be turned off
reading. Be POSITIVE.
 Adults are the greatest role models. If we talk
about our own love for reading the children will
want to get in on it too!!!
New Reading System
 Following a published guide which
combines current schemes such as Oxford
Reading Tree and Oxford Literacy Web.
 Each child allocated a coloured band,
rather than a number.
Bands
 Within each band there will be a mixture of
reading scheme books, non fiction texts
and ‘real’ books. It is important that your
child experiences a range of text types
and genres.
 It is important to note that your child may
find some of the books in their band more
challenging than others.
How can I help my child?
 Encourage reading everywhere…the
cereal box, school letters, TV guide.
Demonstrate that reading is a skill
regularly used and enjoyed in life.
 Regular reading time together, if possible
without distractions e.g. TV etc.
 Don’t read for too long! Short bursts.
 Join the local library
Starting a Book
 Encourage children to consider the title.
What do they think the book will be about?
What do the illustrations add to this? What
does the blurb say? How does the author
encourage us to read their book?
When Reading
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Relax!
Don’t drag it out!
Regular reading practise, for everyone!
Make connections to their own world when
reading e.g. What party food do you like? When
have you been to the beach? Can you think of a
time you lost something?
 Refer back to a book you have read in ‘real’ life.
E.g. “Look, that cat looks like Sid in our story last
night. What do you think?”
When a child gets stuck!
 Stay calm!
 Allow the child time to decode the word
before telling them.
 Encourage sounding out (if this will help)
 Prompt the child to look at the pictures,
there may be a clue.
 Encourage the child to re-read the
sentence, or complete the sentence.
What if the book is too easy?
 If the child is confident and accurate when reading, take
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this opportunity to explore the book in more detail.
Be careful not to ‘dumb down’ a book.
Some children are fantastic ‘decoders’ and can easily fool
us!
Expression when reading aloud? What is the punctuation
telling us to do?
Can you think of a better word to use instead of said?
Which adjective could you use to describe the dog?
What happened at the beginning/ middle/ end of the story.
Can you think of two different endings?
Who do you think is the most important character is this
story? Why?
If you could ask the author a question about this story,
what would you ask?
What if the book is too difficult?
 Some books within each band, the adult
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may need to read to the child. Sharing and
discussing a book is just a valuable
activity.
Take it in turns
Child to finish the sentence
Child to look out for a chosen word
‘Read’ the illustrations
Changing a book
Children should have their ‘home reader’ book and
Home Contact Book in school everyday.
Each child will be given the opportunity to change
their book, which they will be able to do if signed
by an adult to say they have read the book at
home or school.
Expectation that children will read 5 times a week.
Library
Under Construction!!
Reading Volunteers
Please help!!!
Any Questions?