Reading with KS1 children (The new English curriculum)

Reading at home In order for children to be able to access all areas of the curriculum, we would like parents to work with us to encourage happy, fluent readers. In KS1, our overall aim is to teach children the process of reading and to understand the text. We also encourage reading for pleasure, using a range of genres. We very much value the support parents are able to give their children.

Why is reading so important? an over riding aim must be to promote a life- long love of books and reading( reading for pleasure); the ability to read fluently and with meaning develops and enhances many skills including: grammar, vocabulary, memory, imagination, knowledge of the world, attention span, self confidence, understanding and interpreting, links to other subjects including CC links

Reading at school individual reading to teacher/TA or parent helper at least four times a week reading records are kept, reading targets given, children are assessed regularly whole class reading takes place within CC topics and lessons phonics – 15 minutes daily- Letters and Sounds stage 5 and stage 6- Y1 Phonics test New curriculum - assessment A and O focus group Y2- reading comprehension lessons in terms 3/4/5/6 favourite authors class stories to encourage listening and enjoyment book corners- fiction and non fiction books, magazines research area/weekly library visit story times

Reading assessment ( reading trail) assess reading for comprehension and accuracy; do you read at home? what strategies do you use if you are stuck on a word?-phonics/segment/read around the word reading record;(fiction/non fiction) do you think you are a good reader? do you enjoy reading? do you have a favourite author? what type of books do you enjoy reading?

Important aspects to reading Accuracy ( word recognition) Involves decoding words by phonic and other strategies to arrive at the correct pronunciation Comprehension Involves the brain internalising decoded words, ordering them into a meaningful sequence and interpreting the grammar involved to arrive at a meaning Punctuation /expressive reading

What to do with your child at home- overview hear your child read every day- reading records continue sharing books and look at books with your child sometimes read to or with them(aids expressive reading); discuss books and ask questions about the plot, character success is the key – 95% accuracy; positive approach – enjoyable experience- 10 minutes- if they don’t want to read then do something related to become good readers and to read with understanding children need to develop some higher order skills in KS1

How to help read the next few pages in their book ( between 4-8 pages); for beginner readers remind them to travel their finger under the words; use phonemes to segment the words( remember to blend the word back together)- make a note of phonemes unsure of pick out words – ask what the word is – what does it mean?- homophones( same word- different spelling and meaning) if a new book -discuss the title of the new book and then hear the first few pages of the book; ask questions about the book – encourage the skill of ‘reading between the lines’ slow them down-if they read too fast they will keep stumbling and not understand the text- be fussy with accuracy

Tricky or unfamiliar words help with unfamiliar words asking child to ‘sound out’ words using phonics and phoneme fingers; if phonics don’t apply tell them the word ask the child to blend the phonemes in the word eg : h e l p k i n g f ee t r ai n b oi l ; cover up part of the word eg: look(ed) seal(s) can child self correct by reading around the unknown word? is there a spelling rule they can apply? e.g. magic ‘e’ (gate)

Tricky or unfamiliar words can they use picture cues to help them? ask them to have a good guess when they have read the rest of the sentence? if they are really struggling and to keep the flow going, tell them the word and ask them to repeat it within the sentence- ( write the word down and ask them the next day).Names are often tricky challenging sentences: you read the sentence, then ask child to read it with you, then read it on their own.

Tips to help a slow steady reader is better than a fast inaccurate one flash cards for key words remember to blend the words back together once segmented parallel schemes for readers who need a boost- phonemes need to be known ( St 7,8,9,0RT) do not rush your child each night to read a book- they will not have the comprehension and will become inaccurate. As the books get harder they will quickly lose interest in life long reading.

Fluent readers in KS1 Try to ensure children are using basic punctuation correctly when they read; Point out., ! ? ‘ ‘ Expression in reading! Re read a sentence allowing them to hear it read with expression; ask questions about the text and the characters ; ask them to summarise what they have read; higher order reading skills ( see booklet); very occasionally the teacher will ask me to hear a child read. I will suggest a child is put on a higher level or on a parallel scheme

Struggling readers I will hear a child read if the teacher/TA feels there is a problem or we feel the child is not coping with the vocabulary the child may go into a phonic support group they will be tested on their phonics regularly if you have concerns please do see your child’s teacher or myself

Reluctant readers encourage reading of books with topics that interest them; read a series of books by the same author; audio visual books; fun/interactive books; read books with fewer words;

Life long readers do your children see you reading? are you enthusiastic about reading? encourage your child to read for pleasure- visit the library/Bath Literary Festival/theatre; encourage your child to read/share books with other adults; story telling events; library-summer challenge; school library; word games- boggle /scrabble; talk to your children- correct grammar; don’t feel you have to always read the reading book – encourage other texts and make it fun;

Children learn to read so that they can read to learn.

The key changes for KS1 English curriculum Reading: pupils to ask, answer questions about a text greater emphasis on phonics as recommended strategy for teaching reading greater emphasis on poetry and fiction greater emphasis on discussing the text- pupils to ask and answer questions

Key changes in writing an emphasis on the role of spelling and being able to spell 40 + phonemes and days of the week pupils to write passages dictated by the teacher stamina for writing

Key changes in writing specific teaching to meet the needs of left-handed pupils handwriting – very high profile- discrete teaching pupils to develop stamina for writing

Key changes in Spoken English speaking and listening is now referred to as ‘spoken English’ or spoken language’; spoken English is not separated into Key Stages; spoken English is encouraged as a cross curricular skill; please encourage the use of standard English;

Grammar, spelling and terminology big focus on grammar please help your child with weekly spellings terminology is now used in grammar lessons. This is also linked to writing

Parental support Many thanks for your on going support. Your support is vital in encouraging your child to read with understanding, pleasure and to become life long readers. ( All this information will be on the school web site)