1. 2013

2. Why do we want our children to learn to read? Pleasure and enjoyment Access to information Future choices Life skills

3. Is it essential? Within education For life Our job to make reading a desirable skill Provide support when it is hard Provide a role model

4. Step 1 Starts at home Exciting Fun Rewarding Relaxing Grown up Positive experience

5. Learning sounds and words, using pictures, telling the story Always about understanding Engage with the problem of decoding- active process Learn the sounds Learn the tricky words Use the pictures Talk about the story Relate to life Develop vocabulary Make it a game or a special time with an adult

6. More formal comprehension Can be modelled from a young age ‘I think Little Red Riding Hood is naughty and I would not want to be her friend because she did not do as she was told.’ ‘If I was her friend, I might get into trouble’ She was so rude to her grandmother. AF3 Inferring information about a character from the things they say and do.

7. The new reading cards: Created to help us develop all the strands Assessment information told us AF 3,4 and 5 needed more work Includes information about grammar expectations

8. Goldilocks and the Three Bears

9. AF 1: Use a range of strategies to read for meaning AF 1 is all about the mechanics of reading, using pictures, phonic knowledge and sight words. Look at the front cover. What is this book about? Look at the pictures in the book. What do you think is happening? Talk about the story, work out the tricky words. Remind your child of their own experiences which will support their reading. If when reading, you come across a tricky word, encourage your child to read to the end of the sentence and make an educated guess using the picture and first sound. Practice keywords and sounding out. Use foam letters, magnetic letters and any other resources you have to make words and rhyming words.

10. AF2 Understanding and selecting information; Quotation use How many bowls of porridge were there? Show me the page where we find this out. What was Baby bears bed like? Find the words in the text which tell us.

11. AF3 Infer, deduce and interpret from texts What kind of person is Goldilocks? How do you know? Would you like to be her friend? Why/not?

12. AF 4 Structure and organisation of a text What happened at the beginning of the story? Can you make up a different ending? Have you read any similar stories?

13. AF5 Use of language – word & sentence level Why does the author repeat the language ‘Who’s been......’ What is the effect of this? What else do you notice about how the author has written this book?

14. AF6 Writers’ purposes and viewpoint – overall effect on the reader Who is the book written for? How do you know? Are there any interesting words?

15. AF7 Social, cultural and historical links What kind of book is it? How do you know? Can you talk about other similar books? Compare different versions of traditional tales.

16. Any Book- Easy Tell me Find Read How many What happened first? Retell Retrieve information about....... Enact the story

17. Any Book- Hard Compare....... Explain why..... Why do you think......... How do you know........ Justify....... Persuade me.... What are your impressions of....... What is the author trying to tell us about........ Why do you think the author/ character Tell me a different ending

18. You don’t need a book Make up stories about people you see (justify or just be creative) Talk about the TV shows you watch Talk about films, magazines

19. But keep it Fun!