1. 1 Reading Lindsay Pickton Literacy Advisor

2. 2 What is Reading?

3. 3 red

4. 4 Mr Smith saw red. “Sit down and be quiet!” he hissed, through clenched teeth.

5. 5 Mr Smith saw red. “At last!” he sighed. He’d been looking for a telephone box since he’d arrived in the village. lindsay.pickton@rbk.kingston.gov.uk

6. 6 “ Understanding all the words” is not the same as “reading the text”.

7. 7 He was alone, and in the dark; and when he reached out for the matches, the matches were put into his hand. “Talk About Short” In Short! by Kevin Crossley-Holland (Oxford University Press)

8. 8 www.punoftheday.com Did you hear about the guy whose whole left side was cut off? He's all right now. I couldn't quite remember how to throw a boomerang, but eventually it came back to me. The dead batteries were given out free of charge.

9. 9 + + _--_-- _ Word reading - including phonic decoding Language comprehension “The Simple View of Reading” lindsay.pickton@rbk.kingston.gov.uk

10. 10 Teaching Reading

11. 11 + + _--_-- _ Word reading - including phonic decoding Language comprehension “The Simple View of Reading” lindsay.pickton@rbk.kingston.gov.uk

12. 12 Helping with word reading

13. 13 Language Begins Orally Talk Nursery rhymes Clapping and action rhymes Limericks Song lyrics

14. 14 I Spy with my little eye… Something beginning with… Something ending with… Something with … in the middle!

15. 15 “Hangman” _ _

16. 16 Board Games Boggle Scrabble Upwords Bananagrams Also Wordsearches and Crosswords (for children)

17. 17 Never, ever, ever, EVER …let them know that all this playing is helping with their spelling!

18. 18 Helping with Comprehension

19. 19 However much time you dedicate to reading… 1.Halve it 2.Spend the extra bit of time talking about their reading: What did you like? …Why/ why not? What have you found out? …Tell me more about that! Wow! Show me… Really?! What do you think will happen? What can you find out about from that?

20. 20 More ‘talking about reading’ This bit reminds me of…. What do you think? How do you feel about…? Can you explain that to me? Do you agree with that opinion? Do you like the bit where…? I wonder if…? I would hate that to happen to me – would you? I wonder why the writer has done that?

21. 21 What is Reading? Does it have to be stories? Does it have to be books? Does it have to be something from school?

22. 22 Can you force someone to read? So how do we encourage real independent reading?

23. 23 Why we need to address this now: Parental “reading to” has decreased… Many other activities competing for children’s time… Over-focus on reading progression: “Why do you read?” “To get to the next book.”

24. PISA Programme for International Student Assessment “Being more enthusiastic about reading, and a frequent reader, was more of an advantage on its own than having well educated parents in good jobs.”

25. Children might think that they can stop reading now they have finished the graded reading scheme of books that previously marked their progress to becoming a reader. This loss of structure can result in a loss of motivation or incentive for reading and once the habit of reading fades it can be very hard to re- ignite it. When moving up the levels of school’s hierarchy of books, children have a clear route to reading. Once they reach the top they can feel as though they have no map for the reading journey ahead. Teach Yourself Helping Your Child to Read - Reid & Bentley. Publ. May 2009 25

26. 26 Love Reading Get caught reading anything (and moan about interruptions) Talk about favourite books and stories Read TO, not just with …and listen to audio books, too! Choice (Never, ever force the issue!)

27. Especially… Read to them Listen with them for the sheer pleasure of it (even if your secret motive is academic improvement) 27

28. Year 5 boy, Wandsworth: “When you are reading yourself you focus on the words but listening to books being read means you can concentrate on the images that are being described.”

29. Oh, and by the way Fiction for girls Non-fiction for boys...is not true 29