Time to Read A guide for parents

Golden Rules Give lots of PRAISE Reading is fun Don’t make it a chore! You should both enjoy reading together Give lots of PRAISE Remember the important feeling of SUCCESS

When should we read? Choose a quiet time that suits you both, when your child is not too tired. Try to make the atmosphere relaxed and happy. “Little and often” is often the best approach. Try to read together most days for a short while.

Be a Reading Detective If your child gets stuck try looking for clues. But don’t wait too long before telling your child the word. Use phonics learning to sound out word

Looking for clues When we read we use various skills Decoding – using phonics skills to sound out words. Sight recognition – remembering what words look like. Contextual clues – using the sentence, does it make sense? Picture clues – a very important part of reading.

Understanding comprehension. Being able to read does not mean you understand what you read. Your child might sound like a good reader but may not necessarily understand what the text means. The best way to develop understanding is to talk about texts. The next slide is easy to read – does anyone understand what it means?

An extract taken from a computer manual According to the previous ATA/IDE hard drive transfer protocol, the signalling way to send data was in synchronous strobe mode by using the rising edge of the strobe signal. The faster strobe rate increases EMI, which cannot be eliminated by the standard 40-pin cable used by ATA and ultra ATA.

Building blocks of reading Decoding text, fluency and expression, reading for meaning. Retrieving information from the text Deducing, inferring and interpreting events Identifying the structure of texts Identifying writer’s use of language Identify writers viewpoints and the effect on the reader Relate texts to social, cultural and historical contexts.

Reading at Puttenham Reading in lessons. Modelling using big books Guided Reading sessions in Yr1 and 2, (and later in year for some reception.) Individual readers in class with class teacher/LSA at least once a week Story time Children encouraged to be independent when changing books. Library visits

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