Helping your child with reading and writing Parents

Helping your child with reading and writing Parents’ Presentation Tuesday 23 rd January 2018

What is reading?

What did you see and hear happening in DSR?

What did you see happening in DSR? Adult talking about the book before they read it, Children talking about the book before they read it Adult reading, children re-reading, children asking questions about the book, children and adults discussing the book, children reading ‘real books’, discussing spellings, discussing new words, discussing new sounds, cut-up sentences, magnetic letters, writing words, writing sentences …

What do you do when you read? ! ! !!!! a t o N. B N. ch s ’ d il !! ! k o bo

What do you do when you read? Did you try and think what the book might be about? Did you try and work out what some of the words meant? Did you replace them with other words to make sense? Did you clarify? Did you wonder if you would like it? Did you wonder if it was like any other books you’ve read? Did you try and predict? Did you read? Did you picture what was happening in your head? Did you visualise? Did you summarise? Did you ask yourself any questions to check you understood: Where is this taking place? How did the fire start? Why is it happening? Did you question? Did you re-read?

What did you see happening in DSR? Predicting, Reading, Clarifying, Questioning, Summarising, Visualising* Adult talking about the book before they read it, Children talking about the book before they read it Adult reading, children re-reading, children asking questions about the book, children and adults discussing the book, children reading ‘real books’, discussing spellings, discussing new words, discussing new sounds, cut-up sentences, magnetic letters, writing words, writing sentences … *We want these to become subconscious skills.

What can you do when you read with your child? Predict – Before reading: What is this book going to be about? Do you remember when we went … It looks like that other book we read. During reading: What will happen next? Read – take turns; encourage using phonics to work out new words; re-read books to develop fluency and to encourage checking of details. Clarify - I wonder what that word means? Can we work it out? Let’s read on and see … Could we use another word – does it make sense? Question – Who, what, where, why, when, how? Summarise – What’s happened so far? Can you tell me in just 10/15 etc. words? What was that page about? Visualise – What do you think _____ looks/sounds/feels/tastes like? Tell me about _____. Draw a picture of ____ …

How else can you help your child with reading and writing? Read, read!!! Don't leave home without it: Take a book or magazine any time your child has to wait, such as at a doctor's office. Always try to fit in reading! Readers make writers. Encourage reading as a free-time activity. Be patient and gently correct- When your child is trying to sound out an unfamiliar word, give him or her time to do so. Remind your child to look closely at all the letters of the word. Use context and pictures to help after sounding out. Pick books that are at the right level - Help your child pick books that are not too difficult. The aim is to give your child lots of successful reading experiences. But also choose books that are beyond your child’s word reading level, which interest them and develop their vocabulary. Read and enjoy these books together. Play word games - Have your child sound out the word as you change it from mat to fat to sat; from sat to sag to sap; and from sap to sip. Play eye-spy; give robot instructions – Fetch me the p-ay-p-er. You can use board games and apps too. Talk, talk! - Talk with your child every day about school and things going on around the house. Sprinkle some interesting words into the conversation, and build on words you've talked about in the past. Write, write! - Ask your child to help write out the grocery list, a thank you note, or to keep a journal of special things that happen. When writing, encourage your child to use the letter and sound patterns he is learning at school. .