The Power of Reading! Creating a love of reading in children is probably one of the most powerful ways of improving children’s academic achievements in school and beyond.

Reading Reading is all about acquiring meaning for enjoyment, information and understanding.

Reading requires two skills 1.Phonics and Word Recognition The ability to recognise words presented in and out of context. The ability to blend letter sounds (phonemes) together to read words.

And……… 2.Understanding The ability to understand the meaning of the words and sentences in a text. The ability to understand the ideas, information and themes in a text.

How we do it at CVIS At the Beginning We start with rhymes, picture books and lots of conversation, asking open ended questions and encouraging the children for their opinions about the characters, settings etc.

Next Steps Lots of word play/games Look for patterns Lots of discussion about what is read and what is not ‘read’ (inferences) Prediction Open ended questions, (see related slide) Read to one another Look at words around us

How the Banding Works Band Colour NC Level 1 Pink W 2 Red 3 Yellow 4 Blue 1 (C/B) 5 Green 1 (B) 6 Orange 1 (B/A) 7 Turquoise 1 (A) 8 Purple 2C 9 Gold 2B 10 White 2A 11 Lime 12 Extended

How you can help at home Using the targets on the book marks will enable you to give focused guidance to your children Book Marks and Stickers as used in Reception

New Book Marks During guided reading we have assessment focus levels that we use to assess the reading process and progress made. These levels have been transferred onto the bookmarks so when you read at home you can discuss the points we have been using in school.

Pink Level PF Targets Pink Book Band ELG R9 PFs To find the title words. To open the book to start at the first page. To turn the pages one at a time and know which page to look at next. To match spoken word to what has been read.  

Green Band Recognise familiar words in text. Use phonic knowledge to de-code new vocabulary. Expect the text to make sense. Able to identify main events, make predictions and give an opinion.

Extended PF Targets EXTENDED, AN EXAMPLE OF PART OF THE BOOKMARK Read independently and establish meaning, providing evidence from the text Discuss which vocabulary sets the scene and mood Understand inferences

What to do if your child gets stuck Use picture cues. Look at the picture. Does it help? Use phonics first. What sound does the word begin with? Can you say the sounds in the word? Blend them together. Read to the end of the sentence. What would make sense? What is the text about – what might fit here? Does it sound right?

More Strategies Use their own experiences and opinions to convey understanding If there is a pattern in the word point it out e.g. ‘at’ in cat, bat etc How many times can you see this word on the page? What just happened and why? What does that mean, how do you know?

Closed vs Open Questions! Do you like this book? Do you like this character? It’s a good story isn’t it? Do you like reading? Are you good at reading? Do you like this kind of story? Change these questions so that the answers cannot be yes or no. What do you like about this book? What do you think of this character? Why do you think this is a good story? What’s great about reading? Why are you a good reader? What is it about these stories that you like so much?

Unique! Don’t compare, it may you make you and therefore your child anxious. Not everyone will reach the extended reading band by year two. As long as they have made adequate progress, which they will have, there is something to celebrate. Your child is unique and will learn at their own pace.

FINALLY If your child is reluctant to read, read the story to them, maybe making mistakes to encourage engagement. Have lots of varied reading material available, including comics, Kindles, library books, road signs, shopping. Sit and listen. Respect their choices. Enjoy spending time together looking at books, (develop a love of books).

Thank You Any Questions?