Reading workshop Kids need reading stamina Creating a

Reading workshop

“Kids need reading stamina” Creating a love of reading in children at Saxilby School.

Aim To think about the ways reading in KS 1 develops and widens children's reading skills further.

What does the National Curriculum Say? ▪ By the beginning of year 3, pupils should be able to read books written at an age appropriate interest level. They should be able to read them accurately and at a speed that is sufficient for them to focus on understanding what they read rather than on decoding individual words. They should be able to decode most new words outside their spoken vocabulary, making a good approximation to the word’s pronunciation. As their decoding skills become increasingly secure, teaching should be directed more towards developing their vocabulary and the breadth and depth of their reading, making sure that they become independent, fluent and enthusiastic readers who read widely and frequently. They should be developing their understanding and enjoyment of stories, poetry, plays and non-fiction, and learning to read silently. They should also be developing their knowledge and skills in reading non-fiction about a wide range of subjects.

"Reading is to the mind what exercise is to the body. " Richard Steele

It is essential that in KS 1 we continue to build on the strong foundations and brilliant start they have been given in the Early Years Foundation stage.

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. Most aspects of the curriculum rely on it Every time you finish a book do you always choose a harder one next time?

What are we doing in school to support your children with reading?

Reading in School The Teaching of Reading ▪Phonics ▪Shared reading ▪Guided reading ▪Independent reading ▪Personal reading ▪Focused reading activities ▪Reading across the curriculum ▪Class novels and stories

Fluent Readers ‘Lextexx xox xxe oxxy xluxx xo uxxxown xoxxs. ’ competent readers draw upon a whole host of clues when making meaning out of print

Lextexx xox xxe oxxy xluxx xo uxxxown xoxxs Letters are not the only clues to unknown words

Strategies to support word reading

How to use these strategies John let his pet frog go. It ******across the grass. It h***** across the grass. What is the first sound? What would make sense? It hopping across the grass. Does that sound right? It hopped across the grass. Use the pictures to help and support.

Importantly- What is reading? 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 requires two skills Phonics and Word Recognition ▪ The ability to recognise words presented in and out of context. ▪ The ability to blend letter sounds (phonemes) together to read words. Understanding The ability to understand the meaning of the words and sentences in a text. The ability to understand the ideas, information and themes in a text. If a child understands what they hear, they will understand the same information when they read.

Understanding (Comprehension) ▪ Finding information on the page. ▪ Being able to find information that is not on the page. Looking for clues ▪ Thinking about situations and predicting what might happen. ▪ Putting yourself in a character’s shoes and understanding what is going on from their viewpoint. ▪ Book talk to make your child think. ▪ Knowing the difference between retrieval, inference, summary, predictions, language choices.

Re-reading can be very beneficial. Once children are familiar with the words and are able to read more fluently and they are able to grasp more meaning from the words they read. Taking in more information and bits they may have missed during the first read.

So what could we do to support at home?

We need time for reading…

“Parents must remember to encourage children to love books. ” Michael Rosen 2012

Reading Models

Suggestions for Parents ▪ Positive attitude to books ▪ Role models with reading ▪ Reading initiatives e. g. Seeing authors, going to book clubs at the library ▪ Book experiment (encouraging use of kindle, ipads, different genres, newspapers, comics) ▪ Books & Reading material around the home ▪ Reading supported and encouraged ▪ Questions asked about the books read ▪ Read a book together.

Talking about books Do you like this book; why? Who is your favourite character? Tell me about a character in the book. Which words tell you what the character is like? How would you feel? What do you think will happen next? What would you do? What have you learned about …… in your book? What can you tell me about…?

Any Questions? Class Teachers are on hand to answer any questions you may have or if you prefer please grab a post-it note and write it down – questions will be answered and posted on the school website. Presentation and any hand outs will also be available on the school website should you wish to access these.