Presentation on theme: "How can we help children become confident readers?"— Presentation transcript:
1 How can we help children become confident readers? Reading WorkshopHow can we help children become confident readers?
2 The ability to read is vital. It paves the way for success in school and later life.Research shows that it's the single most important thing you can do to help your child's education.There are many reasons why we read and therefore why children will read:for pleasure and interestfor workto learn about the world e.g. in papersto obtain information e.g. recipes and signs
3 Stages of Reading - 1 Pre-readers: Look at books and like to be read toLike to behave like a readerLearn about words from songs and rhymesLearn how the text worksUse pictures and memory to tell a story
4 Stages of Reading - 2 Emerging readers: Ready to receive instructions about readingKnow the text can be a story or informationBegin to match written words to spoken words and letters to soundsBegin to say words in simple textsUse the picture to understand the text
5 Stages of Reading - 3 Early readers: Develop more confidence Use mainly phonic strategies to identify wordsRecognise many words and are willing to try new textsBegin to talk about the meaning of stories and texts
6 Stages of Reading - 4 Fluent Readers: Read for pleasure and interest with understandingUse a variety of methods to identify words and meaning (phonic, graphic, contextual)Read a good range of texts, making predictions and commenting on informationRelate the meaning to their own experiences and knowledge
7 Teaching reading in school Phonic groups:In Foundation Stage, Year One andYear Two, children are in phonic groupsmatched to their ability.These sessions teach them the sounds and letter patterns which are the building blocks to reading and spelling.It happens on a daily basis for 15 – 20mins.It’s a very successful way to learn to read as it allows children to decode new words successfully.It should be used as part of a language rich environment.
8 Teaching reading in school Guided reading sessions:A quality learning time for a small group who are at the same reading level.The teacher identifies the next step for those children and they focus on that key skill for one or more sessions.Between one and three times a week depending on the needs of the group.
9 Teaching reading in school Intervention sessions:Children whose progress is belowage expectations are given dailyinputs to increase their sight vocabulary.They usually work individually with a teaching assistant on key word targets.10 – 15 minutes per day until they are back within age expected levels.
10 Teaching reading in school Children also have time to practise their reading skills.Follow up to guided sessions.Paired reading – within the class or across classes.Story time – children practise a text and read to the class.Individual reading time for pleasure.
11 How we assess children’s reading Colour banding:Children are placed on a colour band for their independent reading from Lilac for emergingreaders through to Lime, Ruby and Sapphire forFluent free readers.In their guided reading sessions they will usually be reading the colour band above as they work on their next step targets.
12 How we assess children’s reading These colour bands are regularly reviewed through:Formal benchmark reading tests every half term or more frequently if required. These test decoding, fluency and comprehension skills.Informal reading assessments when sharing books with a child.
13 How we assess children’s reading Guided reading:Children are constantly assessed during guided reading sessions using the seven Assessment Focuses (AFs) of the National Curriculum Reading Guidelines.Their next step targets will come from these AFs.
14 How we assess children’s reading AF 1: Decoding texts AF2: Understand texts AF3: Deduce, infer or interpret information AF4: Understand the features of different texts
15 How we assess children’s reading AF5: Explain and comment on writers’ use of language AF6: Comment on the overall effect of the text on the reader AF7: Relate texts to social, cultural and historical traditions
16 How we assess children’s reading Statutory assessment:At the end of Key Stage One the children’s reading attainment is reported to the Local Education Authority as a National Curriculum level.A phonetic reading assessment has just been introduced into Year 1.
17 Age expectationsEarly reader by end of Foundation Stage moving into level 1 – red/yellow booksHigh level 1 (1a) by end of Year 1- turquoise booksMid level 2 (2b) by end of Year 2 – gold books
18 Reading Comprehension Reading is a balance between decoding and comprehension, both of which need teaching. As children move from being an early reader to a fluent reader their comprehension skills develop. This is extremely important; they can’t become a successful reader unless they can understand more complex texts. Talking to children about what they’re reading is vital.
19 Reading Comprehension Many children find understanding the texts they read more difficult and need extra support. These children may be able to read all the words in a book but struggle with retrieving, deducing or inferring meaning. They need particular support before they are able to move onto harder texts.
20 Developing Comprehension There are 3 levels of comprehension thatusually develop progressively:On the lines (the actual words – literal)Between the lines (deduction and inference)Beyond the lines (making comparisons and empathising)
21 The first and most important teacher As a parent or carer you play the leading role in helping your child move through the stages of reading. The link between home and school is such an important one – children who are encouraged, supported and taught in both environments will obviously have the best chance of success.
22 Top TipsRead more difficult books aloud to children of all ages - it helps to keep them interested and develop their story language.Talk about the text as much as possible - on, between and beyond the lines.Read together – paired reading if children are less confident or read the same book as your child if they’re an independent reader so you can discuss the text.
23 Top TipsMake it fun – repetitive stories are great, read a wide variety of texts; stories, poems, information books, magazines, comics.Visit the library regularly to extendtheir reading range.Read every day – books, signs, newspapers, leaflets whatever you can get your hands on!
24 What to do if you’re worried Talk to your child’s teacher about your concerns.They’ll discuss their strengths and weaknesses and how you can support your child.