Reading at Peter Gladwin School KS2 Friday 22nd September

So why is reading important? It helps children learn about the world in which they live. Good writing starts with good reading. It is a key skill needed to progress in all other subjects. Children learn how language works. Children develop a love of reading.

By reading with your child you are: Stimulating imagination. Helping develop language skills. Helping develop comprehension skills. Demonstrating that reading is important.

What the experts say ```````` Reading for pleasure (Pie Corbett): Children need a significant passionate reading adult in their life, time to browse books, set times daily for reading, and access to quality texts that they want to read.

What the experts say ```````` Prue Goodwin: Reading is not a ladder to climb or a competition; it’s about breadth not height. Children need to enjoy texts, to find familiarity & success. Let them have some control over choices, and let them read a whole series if they want to!

How do we teach reading at PGS? ```````` Through Guided Reading / Reading Workshops English lessons Phonics The whole curriculum __________________________________________________ * 1:1 Reading/Rocket Readers * Early Birds Other enrichment opportunities – Libraries Summer Reading Challenge; Young City Reads; Majika the Reading Dog; Time to Read (Book Trust); library visits;, Book fair; cross-curricular access to quality texts

What is Guided Reading? Guided Reading is a teaching technique teachers use to support children with reading. • It involves an adult working with a small group of children who demonstrate similar reading behaviours and can all read similar levels of texts. • It is a strategy that supports children to discover the meaning of a text for themselves. • It encourages use of problem-solving strategies to figure out words they don’t know, deal with difficult sentence structure, and understand concepts or ideas they have never before encountered in print.

What does a GR session look like? •Guided reading sessions happen in class 5 times a week. • The session lasts for 25 – 30 minutes. • Guided Reading sessions are led by the class teacher and teaching assistant. • There can be up to 6 children in a Guided Reading group and they are all reading the same book (range of text types – fiction, non-fiction, play scripts, newspaper etc.) • While a teacher is running a Guided Reading session, the rest of the class are working independently completing a range of activities based on the book they have been reading, e.g. answering questions on the text, reading on for the next session, working through a written comprehension activity, independent reading or browsing in the book corner.

Reading diary expectations Reading Diaries / Reading Records should be in school everyday – teachers need to monitor children's independent reading and children need to log and comment on their own reading. Using reading diaries effectively is a skill that is taught explicitly. Children are expected to write comments at least twice a week: Date, number of pages and minutes read – followed by a comment, not just about the plot but their own responses to what they have read – did it make them laugh, feel excited etc? Children should always have a personal independent reading book on the go which they bring to and from school/home each day along with their reading diary. - Teachers will often have ‘drop it and read’ and quiet reading times during the week. - It encourages meaningful discussions between children.

Reading attainments expectations The National Curriculum 2014 has significantly raised expectations for age-related reading. Schools work towards covering a series of detailed criteria. By the end of Year Six your child is expected to be able to: read age-related texts fluently and effortlessly, determining the meaning of new words by applying knowledge of the root words, prefixes and suffixes. demonstrate experience of a range of books and other texts, having read for a range of purposes. recommend books, giving reasons for their choices. perform poetry and plays with a clear sense of the audience. understand what they are reading, often asking questions to clarify wider concepts. make sensible predictions and justify inferences with evidence from the text. make comparisons across texts and summarise across paragraphs. distinguish between fact and opinion. efficiently retrieve and record information from information texts and non-fiction books. evaluate the effectiveness of language, structure and other devices in relation to the text’s purpose.

Reading at home Ask yourself… Do you know what book your child is reading at school or at home? Do they have a book on the go at home? Do you talk to your child about what they are reading? Do you get your child to read to you? Do you support them in choosing books? Do they see you and other family members reading?

How can you help your child? Talk around the text Ask questions Ask them to predict what might happen next Offer your own ideas Encourage Support school reading Read a range of things! (From newspapers to street signs to packaging!) Go to the library or book shops

How can you help in school? Would you like to be a reading volunteer? Volunteers receive training to read 1:1 with a child, to a group, or to a class. Sign-up list, or pop into the office! Thank you, and happy reading!