1. Woodslee Primary School
Reading

2. Aims of this session
To share our expectations for teaching reading at Woodslee Primary School
To understand that a diet of good quality reading enables children to read for meaning at all times and this in turn makes them more confident writers.
To identify strategies for supporting your children with reading at home.
To share resources, ideas and strategies to support children's reading at home.

3. Understanding Texts

4. WHY IS READING SO IMPORTANT?
The ability to read fluently and with meaning develops and enhances many skills including:
Vocabulary/spelling attention span;
Grammar sense of well-being;
Pronunciation;
Understanding and interpreting;
Memory;
Communication;
Imagination;
Knowledge of the world;
Grammar sense of well-being.

5. THE TEACHING OF READING
There are two aspects of reading that we teach and which are inextricably linked:
The ability to decode print – (to read the word on the page);
The ability to understand and make meaning from the printed word;
Generally it is this second aspect of reading that we focus on in greater depth as the children move up the school.

6. Woodslee Primary school’s reading curriculum includes:
Weekly Guided reading sessions;
Daily Phonics in KS1 and Y3;
Regular independent reading:
individual
group and paired
Home/school reading;
Hearing books read aloud on a regular basis;
Selecting their own choice of texts;
Reading text in other subjects.

7. How does a guided reading session look?
Pupils grouped by ability, need or focus
Teacher plans the session, following an ‘instructional sequence’
Teacher/TA works with group for mins
Children should read independently
Follow-up tasks and targets are set to ensure continuity and progression

8. Watch the following clip, to see what a session looks like in school.
Guided Reading Video

9. Structure of a guided reading session
Book introduction or recap
Strategy check
Independent reading
Returning to the text
Response
Next steps
Activity for rest of class during session
Write on large sheets of paper.

10. THE ASSESSMENT OF READING
Individual assessment made during guided reading and phonics sessions;
Benchmark testing carried out termly;
Ongoing assessment during literacy lessons and other curriculum subjects;
Children have individual reading targets, which they are assessed against;
End of key stage assessments (Year 2 and Year 6)
Formal reading comprehension tests.

11. WHAT CAN YOU DO TO SUPPORT YOUR CHILD?
Choose a quiet time;
Make it an enjoyable experience enjoyable;
Maintain the flow;
Be positive;
Success is key – (books sent home should be consolidation texts i.e 95% accuracy);
Visit the library;
Little and often is best;
Talk about the books they’re reading, using AFs questions that we will send home;
Read to your child (you’re never too old to be read to!);
Fill in your child’s home reading record.

12. Home School Reading Records
It is really important to comment in your child’s reading record a
a way of communicating between home and school about some of
the following:
Whether they enjoyed or disliked reading that time;
What you discussed during the session;
What they found easy or tricky.
Susan loved reading this book with me. We talked about how the princess felt when she was lost. Tricky words: palace, eventually.
Read to page 28.

13. ANY QUESTIONS?
Thank you for coming this evening!