Transcript Document
23.9.14 . 1 Reading Meeting 23.9.14 2 Introduction –this information is to be given as hand-out, so no need to take notes. 23.9.14 The teaching of reading. Our new curriculum and how we promote strong skills to learn. Parents as partners A snapshot of school so far…. 3 The Value of Reading- Mrs Vine Promoting a love and interest in reading. Comprehension: understanding pictures and words for story and information books. Decoding: reading actual words using letter sounds (phonics) or whole words (sight words). Star time: combining all three elements with a focus on ensuring children have sound phonic skills. 23.9.14 4 Driving to Reading Success- Turning complex skills into a fun and exciting shared play experience. 23.9.14 Why all the toys and fun on your tables…….? Well, there is a lot or crucial information to take in tonight, so as we do with the children when we need to hold their attention and motivate them to learn, we have tried to grab your attention and have found ways to help you overcome the barriers or sticky bits. This also mirrors the way we continue the reading journey through to independence – by having a system that supports the children and their families in a way that has continuous guidance and a self motivational element. We all need to understand the basics of the process and both school and home need to fully commit with the child to make it an enjoyable experience. As teacher, despite the fact that teaching children to read is the most time consuming in terms of assessments, target setting, resource management and individual time spent with the children –it is however the very best bit of the job, gives the most satisfaction and we know how valuable it is for the children in terms of their access to the wider curriculum at school and their life skills. Just look at all the Development Matters Statements that your child is EXPECTED to achieve in relation to reading by the end of June in the Reception Year. 5 Development Matters and Early Learning Goals Reception Expectations. Prime area: Communication and Language. Aspect Listening and attention Understanding Speaking • Listens to others one to one or in small groups, when conversation interests them. • Understands use of objects (e.g. “What do we use to cut things?’) • Beginning to use more complex sentences to link thoughts (e.g. using and, because). • Listens to stories with increasing attention and recall. • Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture. • Can retell a simple past event in correct order (e.g. went down slide, hurt finger). • Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. • Focusing attention – still listen or do, but can shift own attention. • Is able to follow directions (if not intently focused on own choice of activity). • Responds to simple instructions, e.g. to get or put away an object. • Beginning to understand ‘why’ and ‘how’ questions. • Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences. • Questions why things happen and gives explanations. Asks e.g. who, what, when, how. • Uses a range of tenses (e.g. play, playing, will play, played). • Uses intonation, rhythm and phrasing to make the meaning clear to others. 30 – 50 months • Uses vocabulary focused on objects and people that are of particular importance to them. • Builds up vocabulary that reflects the breadth of their experiences. • Uses talk in pretending that objects stand for something else in play, e,g, ‘This box is my castle.’ • Maintains attention, concentrates and sits quietly during appropriate activity. • Two-channelled attention – can listen and do for short span. 40 – 60+ months 23.9.14 Early Learning Goal Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events. They respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity. • Responds to instructions involving a two-part sequence. Understands humour, e.g. nonsense rhymes, jokes. • Able to follow a story without pictures or props. • Listens and responds to ideas expressed by others in conversation or discussion. Early Learning Goal Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. • Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words. • Uses language to imagine and recreate roles and experiences in play situations. • Links statements and sticks to a main theme or intention. • Uses talk to organise, sequence and clarify thinking, ideas, feelings and events. • Introduces a storyline or narrative into their play. Early Learning Goal Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events. 6 Development Matters and Early Learning Goals Reception Expectations. Specific area: Literacy- Reading • Enjoys rhyming and rhythmic activities. • Shows awareness of rhyme and alliteration. • Recognises rhythm in spoken words. • Listens to and joins in with stories and poems, one-to-one and also in small groups. • Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. • Beginning to be aware of the way stories are structured. • Suggests how the story might end. 30 – 50 months • Listens to stories with increasing attention and recall. • Describes main story settings, events and principal characters. • Shows interest in illustrations and print in books and print in the environment. • Recognises familiar words and signs such as own name and advertising logos. • Looks at books independently. • Handles books carefully. • Knows information can be relayed in the form of print. • Holds books the correct way up and turns pages. • Knows that print carries meaning and, in English, is read from left to right and top to bottom. • Continues a rhyming string. • Hears and says the initial sound in words. • Can segment the sounds in simple words and blend them together and knows which letters represent some of them. Links sounds to letters, naming and sounding the letters of the alphabet. • Begins to read words and simple sentences. • Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books. • Enjoys an increasing range of books. 40 – 60+ months • Knows that information can be retrieved from books and computers. Early Learning Goal 23.9.14 Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurate ly. They decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding irregular words. They demonstrate understanding when talking with others about what they have read. 7 And if all that wasn’t enough………. Children in reception are expected by the government to be able to read: 93 words by sight 26 single letter sounds 16 double and triple letter sounds 26 alphabet letter names Plus be able to use all of these to read by sounding out words with up to 5 sounds in them! Wow Gosh Blimey Help I’M out of Here………………………. Have no fear through our approach with the support of families for just 20 mins every day plus a lovely story time all this and more is achievable ……………………..Yippee…………………………….. 23.9.14 8 Learning to read is as easy as learning to drive but for us it’s a ROCKET! Have a look at this chart………for driving skills Handling the controls to move your vehicle. Now compare it at this chart………for reading skills Learning how to decode/ read the actual words. Understanding the rules of the road and anticipating other users. Understanding/ comprehending the pictures and text. If you competent at both you will become an a very good driver. If you competent at both you will become an a very good reader. You can be good at one and poor at the other but to be competent you need both, so assessment, frequent guidance and individual target setting are essential. 23.9.14 9 How a good driving school achieves lots of ‘Rocket Driving’ Licences? Handling the controls to move your vehicle. Enjoying being in the car perhaps from a young age and listening to lots of talk about how the car works. Others naming all the important bits and explaining how these work and why they are important. Wanting to play with toys that let you practice the language and driving skills. A patient and non-pushy instructor, who assesses by listening and talking and then sets realistic targets that keep your confidence up. Having a decent, well maintained vehicle that has dual controls to start you off. Frequent opportunities to practice driving yourself. 23.9.14 Enjoying and Having Lots of Road Miles on Different types of road conditions. 10 How good school and home support achieves a ‘Reading Rocket Driving’ Licence? Comprehension. Having lots of stories read to you and enjoying handling books yourself. Story time, library visits and books, snack time books, comfy and attractive reading corners with good quality books, bed time and favourite home stories and graded reading books from school to practise with. Playing with small world and role play toys talking about the stories and facts you know about. Having opportunities to listen to and watch CDs and DVDs and computer games. Being prompted to describe, sequence and predict what might happen next. If we are unsure of what a word means or how things happen, for an adult to explain. Having improving listening skills to be able to attend to what is being taught. Enjoying being confident and proud of my storytelling skills and answers. Enjoying and Having Lots of Reading Miles with different types of books and print. 23.9.14 11 Decoding. How good school and home support achieves a ‘Reading Rocket Driving’ Licence? Having lots of stories read to you and enjoying handling books yourself. Story time, library visits and books, snack time books, comfy and attractive reading corners with good quality books, bed time and favourite home stories and graded reading books from school to practise with. For my teacher and family to know exactly how I try to read words- good continuing assessment and target setting- with motivational certificates and stickers. Having an exciting part of the day called Star Time – where I learn letter sounds and sight words with characters and songs and games. Having a set of Star Time things at home, so that I can practice every day. Having time in school to practice with my teacher on my own and with a small group of friends.(this is called Guided Reading) Enjoying being confident and proud of my storytelling skills and answers. Enjoying and Having Lots of Reading Miles with different types of books and print. 23.9.14 12 Parents as partnersJoining in with a Star Time Session. Enjoy –this doesn’t happen every night! Then we’ll have a go at some of the word wall and other games………… 23.9.14 13 Thank you for coming tonight and remember we will guide and support you all the way, whatever the twists and turns. Then your child will get their ‘READING ROCKET LICENCE’ 23.9.14 14