Transcript How to DEVELOP YOUR CHILD’S READING

READING At
Priorslee Primary Academy
A Parents’ guide
What is reading?
Making
meaning
from text
Decoding
print
The Searchlight Model
(Primary National Strategy 2003)
Phonics (sounds and
spelling)
Knowledge
of context
Text
Grammatical
knowledge
Word recognition and graphic
knowledge
The Rose Report
Simple View of Reading 2006
The SVR was adopted by the Rose Report and forms a central part of the Primary
National Strategy’s view of literacy learning (Rose, 2006; DfES, 2006).
What we do when we read
Make
predictions or
give opinions,
then decide if
we are right
Think of
questions that
we want to
find out the
answers to
Try to
understand
what the
author’s
message is
Think about why
the writer has
used certain
features e.g.
layout and words
Decide whether
we think it is a
good book or not
What do we do
when we read?
Decide whether we
agree with what
characters do, or
how our lives are the
same or different to
theirs
Work out
the main
characters
and the
main
themes
Compare the
book to
others that
we have read
How Do We Teach Reading At School?
Phonics
Early Years and Key Stage One
Daily session using Letters and Sounds
with teachers, supported by TAs
Guided
Reading
End of Year 1 – Year 6
Working in small groups, reading and
discussing reading, once a week with a
teacher. Other reading activities take
place every day
Individual
Reading
Shared
Reading
Early Years and Year One
Reading to a member of staff; parent;
volunteer.
Year Two – Year Six
Daily independent reading opportunities.
All ages
One text on whiteboard or individual
copies in lessons
Assessment of Reading
EYFS (Reception)
Reading Early Learning Goals
Children read and understand simple sentences.
They use phonic knowledge to decode regular
words and read then aloud accurately.
They demonstrate understanding when talking with
others about what they have read.
Assessment of Reading
Assessment Foci
AF1
Use a range of strategies including accurate decoding of text, to read
for meaning (until National Curriculum Level 3, then not assessed)
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' uses 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 social, cultural and historical contexts and literary
traditions
Individual Reading
• Individual reading with an adult takes place in Early Years
and Year One classes.
• These children read once a week to an adult in school (a
teacher, a teaching assistant or a volunteer helper.)
• Children read books from the banded reading scheme.
• When their teachers think they are ready, pupils move their
way up through the book band stages as their fluency and
their comprehension improves.
• Reading books are changed twice a week in Key Stage
One.
• Key Stage Two children also have daily opportunities to
read to themselves.
Guided Reading Sessions
• Guided reading begins to take place later in Year One
(when children are ready to read as part of a group.)
• Children are put into groups according to their ability.
• Each group reads with a teacher once a week.
• During this session, children may read aloud, read to
themselves and/or listen whilst the teacher reads
sections of a text.
• Each session will have a particular assessment focus.
• With younger children, the focus may begin on
decoding words and improving reading fluency.
Guided Reading Sessions
• Once children are fluent readers, the teaching focus will be
on comprehension skills.
• Using assessment of each child’s needs, teachers will direct
their questioning to improve understanding.
• Children will be challenged to read beyond the literal, using
inference and deduction skills.
• On the days when the children are not reading with their
teacher, they will be given individual reading opportunities
and reading activities to extend their understanding.
What Can You Do to Help Your
Child?
Be a great role model:
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Read stories to them (even Year 6 children love it!)
Let them catch you reading
Find some time in the week to read yourself
Let your children see that you get pleasure from
reading
• Share your favourite books /reading material with
them
• Show them the value of being able to read
What Can You Do to Help Your
Child?
Make the experience pleasurable
•Find a comfortable place
•Give plenty of time
• Avoid interruptions - no TV and no siblings
(unless purposeful choice).
•Keep the time positive
•Stay clear of ‘competition’ and comparisons
with the ability of others- ‘readingschemeitis’!
What Can You Do to Help Your Child?
Reading with younger children
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Encourage your child to read EVERY DAY.
Look at the cover and talk about what it could be about.
Allow your child to ‘read’ the book by looking at the pictures first.
Discuss what is happening.
For very young children, read the text to them first. (You may
need to do this several times).
Encourage your child to read some sentences using picture
cues to help them.
If they get ‘stuck’ on a word, encourage them to read on in the
sentence to see if the meaning helps their decoding.
Encourage your child to segment (break up the word into
sounds) and blend (put the sounds back together).
Ask your child what is happening and why.
Learn stories and rhymes off by heart.
Give them LOTS of praise!
Record their progress in their reading records each week.
What Can You Do to Help Your Child?
Reading with older children
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Encourage your child to read for at least 20-30 minutes
EVERY DAY.
Take an interest in their reading. Ask them what is happening in
their book.
If they are fluent readers, encourage them to read
independently.
Even if they are fluent readers, try to read WITH your child at
least twice each week.
Read sections of the book to your child and encourage them to
read to you too.
Discuss the text. (See ‘Suggested Questions’ section).
Give them LOTS of praise!
Record your child’s progress in their homework diary every
week.
What Can You Do to Help Your Child?
Provide a wide range of reading material
A school reading book is only one small part of
a child’s reading repertoire!
• Fiction - picture books; short stories; chapter books;
magazines; comics; annuals
•Non fiction- brochures; catalogues; flyers; newspapers;
guide-books; take-away menus; instructions
•Visit the library
•Go to a bookshop
•Online texts and websites
What Can You Do to Help Your
Child?
Recommended Books:
See our website for lists of ‘Terrific Texts’ for
every year group.
What Can You Do to Help Your Child?
SUGGESTED QUESTIONS WHEN YOU READ WITH YOUR CHILD
AF2:
UNDERSTAND, DESCRIBE, SELECT OR RETRIEVE INFORMATION,
EVENTS OR IDEAS FROM TEXTS AND USE QUOTATION AND REFERENCE TO
THE TEXT
Title
• What is the title of this story?
• Can you suggest an alternative title?
• Can you predict what the text might be about from the title?
General
• Which words tell you that…?
• What do you think will happen next?
• Where will you find the index? What job does an index do?
• Find 3 facts which show that…
• Which fact/s supports the idea that...?
• What does this word mean?
• Can you think of a similar word?
What Can You Do to Help Your Child?
SUGGESTED QUESTIONS WHEN YOU READ WITH YOUR CHILD
Setting
• Where did they go on holiday?
• Which word is used to describe the…?
• How has the author created…?
Plot
• What is this story about? (Give lists of choices)
• Can you describe in your own words, what has happened so far in the
story?
• Can you retell this episode from the viewpoint of another character?
Key ideas in a paragraph
• Name two things that this paragraph tells you about…?
• What is this passage describing?
• Can you tell me the key points?
• Can you find the part of the text which shows/tells us that..?
• How is this page set out?
What Can You Do to Help Your Child?
SUGGESTED QUESTIONS WHEN YOU READ WITH YOUR CHILD
AF 3: DEDUCE, INFER OR INTERPRET INFORMATION, EVENTS OR IDEAS
FROM THE TEXT.
• What sort of person is...? What makes you think that?
• What is your opinion of this character?
• How do you know (character) was feeling:
happy, sad, scared, excited?
• Why do you think (character) did (state action)?
• Why do you think… said ”…”?
• Why does the author describe the main character in this way?
• Can you put the following events in the order that they happen in the
story?
• Why do you think the author describes the setting as “…”?
What Can You Do to Help Your Child?
SUGGESTED QUESTIONS WHEN YOU READ WITH YOUR CHILD
AF 4:
IDENTIFY AND COMMENT ON THE STRUCTURE AND
ORGANISATION OF TEXTS, INCLUDING GRAMMATICAL AND
PRESENTATIONAL FEATURES AT TEXT LEVEL
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Can you explain what information you will find in a glossary?
Where will you find the contents in a non-fiction book?
What are the differences between fiction and non-fiction?
Why do you think that the writer/editor has set the page out like this?
Why do you think that the writer included a map at the beginning of
the book?
What features on the page indicate that this is a ……..?
What information does this diagram tell you?
Why do you think the author chose to use arrows/lines in this
diagram?
How are these two texts similar? How are they different?
What Can You Do to Help Your Child?
SUGGESTED QUESTIONS WHEN YOU READ WITH YOUR CHILD
AF 5: EXPLAIN AND COMMENT ON WRITERS’ USE OF
LANGUAGE, INCLUDING GRAMMATICAL AND LITERARY
FEATURES AT WORD AND SENTENCE LEVEL
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Which words rhyme in this poem?
Why do you think this is an effective way to describe…?
Which words tell you in which way the character spoke?
What does the sentence”...” tell you about the way the
character was speaking/feeling?
• Which words or phrases create suspense in this piece of writing?
• Why do you think the author chose to write the sentence in this way?
• What is the effect of the ……….. here?
What Can You Do to Help Your Child?
SUGGESTED QUESTIONS WHEN YOU READ WITH YOUR CHILD
AF 6:
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IDENTIFY AND COMMENT ON WRITERS’ PURPOSES AND VIEWPOINTS, AND
THE OVERALL EFFECT OF THE TEXT ON THE READER.
Did you enjoy the story? Why?
What, in your opinion, was the most exciting part of the story?
How does that sentence / paragraph / chapter make you feel?
Why do you think the author used these similes?
Can you think of an alternative ending?
Does the story have a moral/message?
What can we learn about…from reading
this non-fiction report?
What Can You Do to Help Your
Child?
Recommended Websites:
www.booksforkeeps.co.uk
www.cool-reads.co.uk
www.ukchildrensbooks.co.uk
www.booktrusted.com
www.lovereading4schools.co.uk
What Can You Do to Help Your
Child?
So, in summary:
Provide the texts
Discuss the texts
Provide the time
Provide the atmosphere
Provide the role model
Discuss what they are choosing to read
Discuss what they are reading
Ask questions about the text