Presentation on theme: "Ticehurst and Flimwell CE School 2 nd December 2014."— Presentation transcript:
Ticehurst and Flimwell CE School 2 nd December 2014
For you and your child to get more out of a session Strategies with pictures Solutions when your child is stuck Reading comprehension
Colour-banded Mixture of fiction and non-fiction Variety of texts: Oxford Reading Tree, Floppy’s Phonics, National Geographic, Big Cat to name a few
Early books have no words Children learn to ‘read’ the pictures Questions to engage Child needs to interpret: Pictures Characters Events
However tempting-don’t jump in and help! The aim is to develop independence and resilience in reading 1) What sound does it start with? 2) Look at the picture-is there a clue? 3) Is there a word in the word? 4) Let’s miss the word out and see if we can guess from the rest of the sentence (context) 5) If they miscued e.g. Read bird instead of ‘bed’- does it make sense?
Children learn what they live Be enthusiastic about books and reading- they will learn to be too! Read to them-model good reading Lots of praise and encouragement
They should be able to read approximately 75% of the words Any more errors and they will lose fluency and comprehension If you suspect your child is struggling with the text, please tell your child’s teacher If they make next to no errors at all and understand what they are reading-the book is too easy
Avoid closed questions - ‘yes’ and ‘no’ answers Useful question starters: how/why/when/where Push them further- “how do you know?” Get them to predict future events Get them to relate things to their own experience and empathise with characters
Let the child do the work, your talk should be minimal Don’t over-scaffold. “How could you work it out?” Encourage them to find sounds they have been working on in class Get them to comment on language and interesting words Make it fun! Practise reading regularly – ten minutes a day WILL make a difference Comment on punctuation Encourage your child to read words in their environment and independently read Question them more if they have little expression-not engaging with contents of reading Know when to stop!
Use a pen, ruler or other device to track for them- they should use their own finger! Make reading a chore Worry if your child makes errors, this is how they learn
Word detectives- can they find the word that means the same as –dark (dingy) Check their understanding of vocabulary- dictionary Cover the pictures- chn predict the words You read- make same errors as them- can THEY spot them? (more effective than correcting THEM) Can they make a note of ‘good’ words for their writing? Model issues they have e.g. no expression Formulate good questions as you listen
These are the most straightforward Make sure they find the evidence in the text- not from memory What is the name of the dog? What colour is mum’s dress? What did Kipper find under the rock?
Look for clues and read between the lines what and why These questions require the information AND how they know-what is the evidence? E.g. How is Kim feeling-how do you know this? She is angry because she marched up the stairs and slammed her bedroom door.
Evaluation: appraise author technique (use of vocabulary, sentence structures, imagery, description)- what makes them a good writer? What effect does this have on the reader?
Justification: make a statement. “I think Biff was selfish. What do you think?” Child MUST give their opinion and support with evidence.
What do they think they need to do to improve? What would they give their reading out of ten? What would make it a nine rather than a five?
Please write a comment in their reading record Something they did well, something to work on
Self correction is a strength! If a child miscues and then realises that what they read did not make sense and re-reads it correctly Don’t underestimate the difference home practise makes to a child’s progress! Please ask your child’s teacher if you have any queries or concerns at any stage about your child’s reading