Presentation on theme: "READING FOR PURPOSE AND PLEASURE"— Presentation transcript:
1 READING FOR PURPOSE AND PLEASURE Children who are supported in their reading at home are more likely to enjoy reading and tend to achieve more highly in school.“Other benefits include an increased breadth of vocabulary, pleasure in reading in later life, a better understanding of other cultures, better general knowledge and even `a greater insight into human nature`. ”Reading for Pleasure :A research overview, National Literacy Trust, 2006
2 Aims To inform parents of the ways we teach Reading in our school To provide parents with some strategies for supporting the teaching and learning of Reading at home
3 What do we mean by READING? Includes decoding of phonicsIncludes reading for meaning and understanding textsNarrative and Non-narrativeSpeaking and ListeningSpeakingListeningGroup Discussion and InteractionDrama
4 Reading Assessment Focuses The aspects of reading to be assessed are children’s ability to:use a range of strategies, to read for meaning;understand, describe, select or retrieve information, or ideas from texts;deduce, infer or interpret information, or ideas;identify and comment on the structure and organisation of texts;explain and comment on the writers’ use of language;identify and comment on writers’ purposes and view points and the overall effect of the text on the reader;relate texts to their social, cultural and historical contexts and literary traditions.
6 Phonics and Reading for Meaning High quality phonic teaching secures the crucial skills of word recognition that, once mastered, enable children to read fluently and automatically thus freeing them to concentrate on the meaning of the text.Rose Review 2006
7 The teaching of phonics Build up phonetic awarenessReading schemesRegular systematic teaching of phonics– segmenting and blendingMulti Sensory ApproachSupport Phonic LearningKnowing where your child isReinforce and consolidate the learningPractise skillsHave Fun – rhymes, patterns, I spy, “Robot taking”, songs, music, sounds, pictures
8 Develop Language Comprehension Build up comprehensionAge relevant texts made accessible through a variety of strategiesAbility level texts with high interest contentUse of other reading resources i.e. Internet, cartoonsSupport comprehensionSpeaking and ListeningQuestioningExamining texts (structure and vocabulary)
9 GUIDED READING What is it? The adult leads the session, guiding children to focus on word, sentence or text level objectivesWhile working with the group the adult gives focused attention to individuals as they readPupils work in groups of up to six for a given length of timePupils all read the same bookPupils are grouped according to reading ability; text matches abilityThere is a clearly defined purpose to the readingThe teacher guides the reading
10 GUIDED READING How does it work? Teachers model strategies for word identification and developing comprehensionTeachers give explicit support to individualsTeachers ask questions, promote discussion and interact with the children to extend their thinking
11 GUIDED READING Why do we do it? The aim of every guided reading session is to encourage and extend independent reading skills.So children can:Use their reading skills in a supportive settingCompare their interpretations of the text with othersPractise strategies for making meaning at word, sentence or text levelsRead silently and think critically in a cooperative environmentReceive support as they monitor their own reading
12 GUIDED READING Why do we do it? Children are getting quality time Children are being taught specific reading skillsMonitoring can take placeThere is enjoyment in talking and discussing togetherMore profitable use of teacher time
13 Independent Tasks Independent Reading Paired Reading Exploring different textsReading comprehension tasksFollow up work from Guided Reading – Reading JournalsLiteracy GamesSpelling Activities
14 Bratton’s Big ReadChildren usually have 5 focused hourly reading lessons in a week. This replaces the literacy lessons of the week. It happens 3 times in a year.All children read books in groups at the same time.They focus on the same book as a group. The whole book/or books get finished within a week.The structure of the hour is roughly 20 minutes silent reading (of the designated amount of text for that day. Then 20 minutes of independent book activities where children take turns to lead the group and have a different “job” each day, for example: Discussion director, Story Summariser, Question Creator, Artful Illustrator, Word Watcher, Paragraph Picker. Then 20 minutes discussion and feedback lead by the “Discussion Director”, to share how they have interpreted their independent tasks.Younger children sometimes need to all be doing the same independent task when they are learning each new “job”, so that they can understand what is expected e.g. “Artful Illustrator”-draw a picture of your favourite or funniest part of the story today and then explain why you picked it.
15 Independent Reading KS1 Reading Task Divided into two sessions (fiction and non-fiction)Guidance of about 45 minutesKS2 SATs paper1 hour to read and respond
16 Recent ChangesIncreased use of the correct vocabulary from reception and what words mean (phoneme, adverb, subordinate clause)Higher importance placed on grammar (Year 6 paper)
17 Reading Attitude-Reading for Pleasure Children who read for pleasure have enhanced levels of text comprehension, an increased knowledge of grammar and show improvement in their writingReturn to favourite books, songs and rhymes – reread with enjoymentEnjoy listening to storiesEnjoys looking at a book / reading on their ownContribute to discussionsSustain independent reading of complete texts at appropriate levelWilling to read independently a range of books by different authors and poetsDraw on knowledge of authors and the types of books they write to inform choicesRead with increasing concentration, accuracy and fluencyMay discover a preference for a particular genre e.g. adventure storiesArticulates personal responses to literatureDescribe and review own reading habitsSelect books of a more challenging natureSustain silent reading to include longer, more complex textsUse blurb, front cover, reviews etc. to make informed decisions about which books to readDeclare and justify personal preferences for authors and poets and types of textPersevere when deciding on the quality / usefulness of a text by skim reading to gain an overall impression
18 Developing Children’s Positive attitudes – reading bug If children love something, you can’t stop them doing itReading to and with a child supports them to get the ‘reading bug’Our goal is to instil a love, an attitude, a passion for readingPick your time!
19 READING AT HOME Building the love of reading Read with your childTalk with your child about readingEncourage retellingPretend play around a story (provide a few props and children’s imaginations will do the rest!)Read to your child – at any age!Let your child see you reading and enjoying it!Share a book and discuss content Build reading staminaJoin the local libraryLook at books that have won book competitions. A short search on the internet will provide you with the winners of the Carnegie and Greenaway Medals, the Blue Peter Award, The Waterstone’s Children’s book Prize, The Nestle Children’s Book Prize (formerly the Smarties Prize) and many othersRead things other than books. Pick a variety of genres / text types / reading activities (reading for different purposes)Message boardsShopping listsCookery sessionsTalking about readingRetelling stories and oral story tellingPoetryCereal boxesComputer game instructionsPlays/scriptsRhymes/jokes
20 Glossary of Terms- Handout Segment - Hear the individual phonemes in order to spell the word.Blend - Merge the individual phonemes together to pronounce the word. In order to be able to blend or segment children need to know phoneme/grapheme correspondence.Inference - Read between the lines to draw tentative conclusions which are based on but go beyond the information given in the text.Deduction - Draw conclusions from information given throughout the text.Skim - Read to get an initial overview of the subject matter and main ideas of a passage.Scan - Look over a text very quickly locating information from key words.Justify - Respond by referring to the text itself.Evaluate - Make critical judgements relating to the text, about the authors effectiveness and their own responses.