1. Parents’ Reading Workshop Lin Jowitt & Michelle Winstone English Co-ordinators

2. Discussion- your day From getting up this morning, what have you read today?

3. + + - - Word recognition Good language comprehension, poor word recognition Good word recognition, good language comprehension Poor word recognition, poor language comprehension Good word recognition, poor language comprehension Language comprehension

4. The stages of learning a sound are: Hearing a sound Matching the sound to the letter or letters Writing the sound

5. Children need to be able to discriminate between the separate sounds in words  The separate sounds are called phonemes.  A phoneme can be made up of 1,2,3,or 4 letters.  Using the 26 letters in the alphabet 44 phonemes can be made. http://www.lancsngfl.ac.uk/curriculum/literacy/lit_site/lit_sites/phonemes_ 001/

6. Phoneme Count How many phonemes are in these words-? Strap Twenty Shops Bright

7. Phonics Teaching Sequence Review Teach Practise Apply

8. Sample Materials Phonic Check

9. How can I help? Be aware of letters and sounds being taught at school and spot them at home and out and about Practise listening skills Practise the alphabet Use letter names and sounds Have fun with sounds, reading and writing

11. What did you find difficult? What helped you to read it? How did you feel?

12. Reading Curriculum Shared reading Guided reading Regular independent reading (individual/group/paired ) Hearing books read aloud on a regular basis Selecting their own choice of texts Reading whole texts Home /school reading Making close links between reading and writing Reading on screen Reading in other subject areas Reading in the community

13. Key Principles of Guided Reading Grouped on the basis of their reading ability Copy of the same text, chosen to match the group’s reading level Specific reading strategies focus The teacher leads the session, preparing the children for reading, reinforcing reading strategies and giving focused attention to individuals as they read the text independently. The aim of every guided reading session is to encourage and extend independent reading skills.

15. Asking the right questions Look at your picture and talk about it with your partner. Discuss possible answers to the question. Remember to find evidence in the picture.

16. Who? When? What? He opened a door on his left and walked into the front room leaving Willie in the hall way still clutching onto his brown carrier bag. Through the half open door he could see a large black cooking range with a fire in it and an old threadbare armchair near by. He shivered.

17. Reading real texts Leaflets Websites Brochures Recipes Newspapers Comics Magazines Picture books

18. How Can I Help My Child? Read Have fun Play games Real texts Library Talk to school Practise Tell and read stories

19. What if…? The book is too difficult The book is too easy It is the same book/has not been changed “I don’t want to read!”

20. Happy Reading!