Teaching reading at Burpham School

Reading Accuracy – reading the words Fluency – expression and pace Comprehension – understanding Enjoyment!

Accuracy – first read Decoding Phonics High frequency words – was Using all your reading skills!

Accuracy Decoding

Letters and Sounds

Terminology Blending Segmentation Merging the individual phonemes together to pronounce a word. Segmentation Hear and say the individual phonemes within words. ORAL BLENDING: This skill should be taught within Phase 1 before blending and reading printed words. Make sure all children are INVOLVED & ENGAGED in the segmenting & blending process>>>>

Sound out the word on fingers Sound Talk Sound out the word on fingers

Sounds of the English Phonic Code. http://www.youtube.com/watch?v=P-eTO8L3t40

Encourage the children to use picture clues with their reading. Refer often to the picture – sometimes there is more story there! The children can also use the characters’ expressions to comment on the plot.

Η πολική αρκούδα είναι λευκιά

Η πολική αρκούδα is white

? Η πολική αρκούδα is white

Point to each word with a finger or a lolly stick. As the children become more accurate readers we want to improve their fluency so we would move away from using sticks and fingers and encourage them to follow the words with their eyes.

We use many skills to read words! Sounds and letters – sound out the word Find clues in the pictures Miss out the tricky word - read to the end of the sentence – this might help with the meaning of the unknown word Ask the question ‘What might make sense there?’ Break the word down into smaller parts (syllables) Make a clever guess.

Fluency Once a child can read the words we need to work on the pace of their reading and their expression. Punctuation The panda eats shoots and leaves. The panda eats, shoots and leaves! Without fluency the children will struggle with comprehension.

Guided reading Looking at a text in a small group. Groups sometimes work independently or with an adult. Younger readers will read the text several times – accuracy, fluency and comprehension

Guided reading Talk about the book before we read it. Read the text with a partner – decode the words Discuss the punctuation. What does it mean? ? ! HELP! “ Hurry up!” Talk about the book – characters, setting, what happened Non – fiction – contents, index, glossary Ask questions!

Comprehension Understand a text Engage with a text Critically evaluate a text Overall to enjoy reading

Question Types Inferential & Deductive Questions Children need to look for clues and evidence in the text. They sometimes find it difficult not to make up things or draw answers from their own knowledge of a subject John had got up early to learn his spellings. He was very tired and decided to take a break. When he opened his eyes again, the first thing he noticed was the clock on the chair. It was an hour later and nearly time for school. He picked up his two books and put them in a bag. He started pedalling to school as fast as he could. Why was John nearly late for school? How did John travel to school?

Benchmarking An assessment of reading and comprehension Children are assessed in the following aspects of reading reading skills/behaviours retelling comprehension, broken down into literal and inferential questions

Our teacher, Mr Davis The text tells us that he likes playing football and he coaches the boys. Inferential question - Why is Mr Davis very fit? ‘he plays football and runs around’ This is a partly literal answer as it can be taken from the text but it also infers correctly that football makes you fit.

They could add; ‘He can kick the ball a long way in football so he has strong legs’ A child may give a more detailed inferred answer from another clue in the text about his bike. For example; He can ride his bike fast because he rides every day so gets lots of practice He does not have a car so he probably cycles everywhere. These answers would be gained through question and answer, the child referring to the text or using their memory of reading the text.

SATs at end the of Year 2 Comprehension question and example of answer. Text can be fiction, including poetry, and non-fiction. From a poem; ‘I was a meal for others As the skin fell from my bones… A hundred million years went by. My bones turned into stone What did the other creatures do after the dinosaur died? Children could express their correct answer in a variety of ways. In a test this answer would be written independently. Guidance is given in the test paper as to which section of text the question refers to.

Answers They ate him They had him as a meal They were eating his skin The dinosaur was food for other creatures

Comprehension in Year 3 Guided reading session continue Comprehension lesson each week Same text for everyone The reading and written comprehension is completed independently LSA support in smaller groups where required Whole class review the answers at end of the lesson