Helping your child with their

reading

4th November 2015Oak Tree Primary School

The Power of Reading!

Creating a love of reading in children is potentially one of the most powerful ways of improving academic standards in school.

There can be few better ways to improve pupils chances in school, or beyond in the wider world than to enable them to become truly independent readers.

Reading

Success in reading is fundamental to success in school.

Reading is all about acquiring meaning; for enjoyment, information and understanding.

It is not a performance. It is not a test.

Every time you finish a book - do always choose a harder one next time?

Our children as readers

What do we want from our children? What do we want from our children?

•To read for pleasure•To be able to sight-read fluently (at appropriate age)•To be able to summarise what has been read•To read with understanding•To read with expression•To be able to choose what they would like to read for themselves•To have reasons for preferences in what they read

Reading and the New Curriculum1. Word readingPhonics remains at the heart of early reading.

2. Comprehension (both listening and reading)There is a greater emphasis on comprehension, with more continuity between the year groups and an emphasis on working on increasingly challenging texts.

3. Reading for pleasureEncouraging a love of reading is at the core of the new English Programme of Studywith a greater emphasis on reading non-fiction (now required at Year 1) as well as fiction:

4. Struggling readers The new curriculum emphasises the need for children who may be struggling to learn to decode rapidly.Drama and the English curriculum:Role play and drama are referred to across the curriculumas part of spoken language. There will also be a statutory requirement to prepare poemsand play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action.

Children at Oak Tree will experience

•Guided reading sessions•Individual reading time with the class teacher, LSA, parent helpers•Shared reading•Reading across the curriculum•ECaR•Opportunities to visit the school library•Daily phonics sessions in EYFS and Key Stage One•Days dedicated to books and reading (National Poetry Day, World Book Day)

Phonics

Blend (vb) — to draw individual sounds together to pronounce a word, e.g. s-n-a-p, blended together, reads snap. cluster — two (or three) letters making two (or three) sounds, e.g. the first three letters of 'straight' are a consonant cluster. digraph — two letters making one sound, e.g. sh, ch, th, ph.vowel digraphs comprise of two vowels which, together, make one sound, e.g. ai, oo, ow. split digraph — two letters, split, making one sound, e.g. a-e as in make or i-e in site. grapheme — a letter or a group of letters representing one sound, e.g. sh, ch, igh, ough (as in 'though'). grapheme-phoneme correspondence (GPC) — the relationship between sounds and the letters which represent those sounds; also known as 'letter-sound correspondences'.

phoneme — the smallest single identifiable sound, e.g. the letters 'sh' represent just one sound, but 'sp' represents two (/s/ and /p/).

 

segment (vb) — to split up a word into its individual phonemes in order to spell it, e.g. the word 'cat' has three phonemes: /c/, /a/, /t/.

 

VC, CVC, CCVC — the abbreviations for vowel-consonant, consonant-vowel-consonant, consonant-consonant-vowel-consonant, which are used to describe the order of letters in words, e.g. am, ham, slam.

The role of sound buttons

shaib

Have a go!

Understanding(Comprehension)

Being able to read does not mean you understand what you read.

Your child might sound like a good reader but may not necessarily understand what the text means.

The best way to develop understanding is to talk about texts.

The next slide is easy to read – does anyone understand what it means?

An extract taken from a computer manual

According to the previous ATA/IDE hard drive transfer protocol, the signalling way to send data was in synchronous strobe mode by using the rising edge of the strobe signal. The faster strobe rate increases EMI, which cannot be eliminated by the standard 40-pin cable used by ATA and ultra ATA.

Reading at Home – Enjoy!Make reading visible; have books

available in your homeShare books every day;Boys need to see that reading is

something men do.Talk about books.Sit and listen - don’t do chores

around the reader!Respect choices.

How can you help?

10-15 minutes reading at home each day makes a big difference

•Positive encouragement

• Questioning

• Vocabulary

Tips

Choose a quiet time to read

Make reading enjoyable

Maintain the flow

Be positive

Regular practice

Talk about the books

Make use of the Library

Variety is important

What to do if your child is stuckUse phonics first. What sound does the

word begin with? Can you say the sounds in the word? Blend them together.

Read to the end of the sentence. What would make sense?

What is the text about – what might fit here?

Does it sound right?Look at the picture. Does it help?

Thank you.Any questions?