Transcript Slide 1
READING FOR PURPOSE AND PLEASURE Children who are supported in their reading at home are more likely to enjoy reading and tend to achieve more highly in school. “Other benefits include an increased breadth of vocabulary, pleasure in reading in later life, a better understanding of other cultures, better general knowledge and even `a greater insight into human nature`. ”Reading for Pleasure :A research overview, National Literacy Trust, 2006 Aims • To inform parents of the ways we teach Reading in our school • To provide parents with some strategies for supporting the teaching and learning of Reading at home What do we mean by READING? • Reading » Includes decoding of phonics » Includes reading for meaning and understanding texts » Narrative and Non-narrative • Speaking and Listening » Speaking » Listening » Group Discussion and Interaction » Drama Reading Assessment Focuses The aspects of reading to be assessed are children’s ability to: • use a range of strategies, to read for meaning; • understand, describe, select or retrieve information, or ideas from texts; • deduce, infer or interpret information, or ideas; • identify and comment on the structure and organisation of texts; • explain and comment on the writers’ use of language; • identify and comment on writers’ purposes and view points and the overall effect of the text on the reader; • relate texts to their social, cultural and historical contexts and literary traditions. Reading Phonics and Reading for Meaning High quality phonic teaching secures the crucial skills of word recognition that, once mastered, enable children to read fluently and automatically thus freeing them to concentrate on the meaning of the text. Rose Review 2006 The teaching of phonics • Build up phonetic awareness • Reading schemes • Regular systematic teaching of phonics – segmenting and blending • Multi Sensory Approach • Support Phonic Learning • • • • Knowing where your child is Reinforce and consolidate the learning Practise skills Have Fun – rhymes, patterns, I spy, “Robot taking”, songs, music, sounds, pictures Develop Language Comprehension • Build up comprehension – Age relevant texts made accessible through a variety of strategies – Ability level texts with high interest content – Use of other reading resources i.e. Internet, cartoons • Support comprehension – Speaking and Listening – Questioning – Examining texts (structure and vocabulary) GUIDED READING What is it? • The adult leads the session, guiding children to focus on word, sentence or text level objectives • While working with the group the adult gives focused attention to individuals as they read • Pupils work in groups of up to six for a given length of time • Pupils all read the same book • Pupils are grouped according to reading ability; text matches ability • There is a clearly defined purpose to the reading • The teacher guides the reading GUIDED READING How does it work? • Teachers model strategies for word identification and developing comprehension • Teachers give explicit support to individuals • Teachers ask questions, promote discussion and interact with the children to extend their thinking GUIDED READING Why do we do it? The aim of every guided reading session is to encourage and extend independent reading skills. So children can: • Use their reading skills in a supportive setting • Compare their interpretations of the text with others • Practise strategies for making meaning at word, sentence or text levels • Read silently and think critically in a cooperative environment • Receive support as they monitor their own reading GUIDED READING Why do we do it? • Children are getting quality time • Children are being taught specific reading skills • Monitoring can take place • There is enjoyment in talking and discussing together • More profitable use of teacher time Independent Tasks • • • • • Independent Reading Paired Reading Exploring different texts Reading comprehension tasks Follow up work from Guided Reading – Reading Journals • Literacy Games • Spelling Activities Bratton’s Big Read • • • • • Children usually have 5 focused hourly reading lessons in a week. This replaces the literacy lessons of the week. It happens 3 times in a year. All children read books in groups at the same time. They focus on the same book as a group. The whole book/or books get finished within a week. The structure of the hour is roughly 20 minutes silent reading (of the designated amount of text for that day. Then 20 minutes of independent book activities where children take turns to lead the group and have a different “job” each day, for example: Discussion director, Story Summariser, Question Creator, Artful Illustrator, Word Watcher, Paragraph Picker. Then 20 minutes discussion and feedback lead by the “Discussion Director”, to share how they have interpreted their independent tasks. Younger children sometimes need to all be doing the same independent task when they are learning each new “job”, so that they can understand what is expected e.g. “Artful Illustrator”-draw a picture of your favourite or funniest part of the story today and then explain why you picked it. Independent Reading KS1 Reading Task Divided into two sessions (fiction and non-fiction) Guidance of about 45 minutes KS2 SATs paper 1 hour to read and respond Recent Changes • Increased use of the correct vocabulary from reception and what words mean (phoneme, adverb, subordinate clause) • Higher importance placed on grammar (Year 6 paper) Reading Attitude-Reading for Pleasure Children who read for pleasure have enhanced levels of text comprehension, an increased knowledge of grammar and show improvement in their writing • • • • • • • • • • Return to favourite books, songs and rhymes – reread with enjoyment Enjoy listening to stories Enjoys looking at a book / reading on their own Contribute to discussions Sustain independent reading of complete texts at appropriate level Willing to read independently a range of books by different authors and poets Draw on knowledge of authors and the types of books they write to inform choices Read with increasing concentration, accuracy and fluency May discover a preference for a particular genre e.g. adventure stories Articulates personal responses to literature • • • • • • Describe and review own reading habits Select books of a more challenging nature Sustain silent reading to include longer, more complex texts Use blurb, front cover, reviews etc. to make informed decisions about which books to read Declare and justify personal preferences for authors and poets and types of text Persevere when deciding on the quality / usefulness of a text by skim reading to gain an overall impression Developing Children’s Positive attitudes – reading bug • If children love something, you can’t stop them doing it • Reading to and with a child supports them to get the ‘reading bug’ • Our goal is to instil a love, an attitude, a passion for reading • Pick your time! • • • • • • • • • • READING AT HOME Building the love of reading Read with your child Talk with your child about reading Encourage retelling Pretend play around a story (provide a few props and children’s imaginations will do the rest!) Read to your child – at any age! Let your child see you reading and enjoying it! Share a book and discuss content Build reading stamina Join the local library Look at books that have won book competitions. A short search on the internet will provide you with the winners of the Carnegie and Greenaway Medals, the Blue Peter Award, The Waterstone’s Children’s book Prize, The Nestle Children’s Book Prize (formerly the Smarties Prize) and many others Read things other than books. Pick a variety of genres / text types / reading activities (reading for different purposes) » » » » » » » » » » Message boards Shopping lists Cookery sessions Talking about reading Retelling stories and oral story telling Poetry Cereal boxes Computer game instructions Plays/scripts Rhymes/jokes Glossary of Terms- Handout • • • • Segment - Hear the individual phonemes in order to spell the word. Blend - Merge the individual phonemes together to pronounce the word. In order to be able to blend or segment children need to know phoneme/grapheme correspondence. Inference - Read between the lines to draw tentative conclusions which are based on but go beyond the information given in the text. Deduction - Draw conclusions from information given throughout the text. • • • • Skim - Read to get an initial overview of the subject matter and main ideas of a passage. Scan - Look over a text very quickly locating information from key words. Justify - Respond by referring to the text itself. Evaluate - Make critical judgements relating to the text, about the authors effectiveness and their own responses.