1. Have fun reading this…if you can!
The plick squeen olligog jibbled camrully down to the savee. In it were vay clobfloes, perdigs and miniscatel. They criggled and stoed oumfully maficating in the humate kinshane. Suddenly a higantaic uglonerus came agristling towards them. Within a tumper, clobfloes, perdigs and miniscatel were no more. Slurpinated in one goblicate, they were mortrifipped for ever. Uglonerus himself then jibbled pomfully off, but his tumpertill would soon come. Uglonerus major was bidlen behind a higanteic cornupog, his own super goblicator at the ready.

2. Reading Workshop
for Parents
November 2017

3. Aims
To help you understand how children learn to read and the skills they require.
To give you strategies when helping your child at home.
To promote reading in a positive light, thereby raising attainment levels

4. By reading with your child you are:
stimulating imagination
helping develop language skills
helping develop comprehension
demonstrating that reading is important

5. So why is reading so 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

6. Fostering a love of reading
How do we do this at school?
Rafferty Library
Class readers
Reading to the children
Allowing children time to read for enjoyment
Making class book corners bright and inviting
Reading challenges
First News

7. What makes a good reader?
The main purpose of reading is to build a visual image of the text.
Decode
Attitude
Understand
Respond

8. Reading in
Early Years
& KS1

9. Reading the Environment
not all reading is in books
surrounded by print that communicates a message
alert your child to uses of print in the environment
point out signs and labels
Fire Exit
Ladies
Cinema

10. Three Aspects of Reading
whole word (the, of, was etc – words that don’t
have a “picture”
Using clues
- using the picture
- using the grammar
- using the story
Phonics
Beginner readers will be practising all of these aspects until all three are used.

11. Phonics Necessary – but not the only skill needed
30 minute sessions daily for EYFS and Year 1
Practise at home
Assessment

12. Bear Words (Sight Vocabulary)
The words have been grouped into 15 colour bands in the following order:
• yellow
• green
• blue
• red
• pink
• purple
• grey
• white (1-8)

13. Children are tested on a regular basis.
Competence in this sight vocabulary is an invaluable tool in making progress.

14. Running Record
Accuracy in reading the text
Comprehension

15. Hearing children read is not teaching, but assessment of where to go next!

16. Reading at home

17. Reading in KS2

18. How do we teach reading in KS2?
Guided reading
Shared reading
1 to 1 reading
Comprehension lessons

19. Guided Reading Guided reading is small-group teaching of reading.
The small groups allow children to be taught with children of similar abilities who are all working towards the same learning targets.
We use good quality books and plan sessions carefully.
Your child will usually read in a small group once a week.

20. Shared reading Whole class teaching of reading.
During this the teacher will ask questions to develop key skills and understanding.
Much of the English work may be based around this text.
The children will learn to read a book as a writer, looking at how authors use language, describe characters etc.

21. What do we teach? What do you think the book will be about?
How to retrieve information – skimming and scanning for key words
Making predictions
Summarising
Identifying story structures
Making inferences
Evaluating author’s use of language
What do you think the book will be about?
What clues are there in the cover?

22. What time of day is it? How do you know?
How does Anthony Browne’s use of colour help us to understand the story?
What about his use of lines and shapes?
What is happening in
this illustration?
What time of day is it? How do you know?
How do you think the girl is feeling?
Why do you think that?

23. Alliteration Repetition Onomatopoeia Similes Strong vocabulary
The Iron Man came to the top of the cliff.
How far had he walked? Nobody knows. Where did he come from? Nobody knows. How was he made? Nobody knows.
Taller than a house, the Iron Man stood at the top of the cliff, on the very brink, in the darkness…
Alliteration
Repetition
Onomatopoeia
Similes
Strong vocabulary
prepositions
He swayed in the strong wind that pressed against his back. He swayed forward, on the brink of the high cliff.
And his right foot, his enormous iron right foot, lifted - up, out into space, and the Iron Man stepped forward, off the cliff, into nothingness.
CRRRAAAASSSSSSH!

24. How can you help at home?
Foster a love of reading Read with and to your child daily Talk about books Help your child with their bear words/sounds Ask questions about what your child is reading