1. READING – a tricky skill for some!
Helping your child to love books;
understand what they are reading and want to read another!
Article 31 (leisure, play and culture)Every child has the right to relax, play and take part in a wide range of cultural and artistic activities.
Article 12 (respect for the views of the child) Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously

2. Focus of workshop is about encouraging children to:
• infer meaning from reading
• have confidence in thinking skills
• encourage creative discussion
• have ideas about the world
We hope that the benefit will be that:
• they try reading more variety
• gain confidence with language
• develop positive relationships with you
• develop a positive relationship with reading
• want to learn more
• use resources and research to gain further knowledge

3. What we hope to achieve this term:
Reading must happen often and with increased concentration over time. It cannot be fixed quickly! Depending on your child, it is often difficult for children with communication challenges to fully comprehend what they are reading, despite knowing how to read.

4. We want to encourage thinking when reading

6. Children with dyslexia
Children learning English
Children with communication
difficulties
Children with dyslexia or learning difficulties

8. What does it mean to make an inference?
An inference is an idea that is suggested by facts or details but not explicitly said. It can be described as making a logical guess or reading between the lines. You can make inferences in conversation or in reading. When reading a text, making an inference means you use clues from a story to figure out something that the author doesn’t tell you. A reader is required to fill in the blanks left by an author.

9. Inference :
uses facts
Makes observations
Uses logic or reasoning to come to an assumption or conclusion.
It is not:
the obvious
eg: that girl is wearing a fancy dress and carrying a bouquet of flowers.
We can infer: that girl is a flower girl in a wedding
It is not prediction, though the two are definitely related.
Inference asks:
“What conclusions can you draw about what is happening now?”
Prediction asks: “What will happen next?”

11. What do you know about what is in this picture?
Who could it be?
Where dis they come from? Can you tell? How?
When?
Why?

13. WHO? WHAT? WHERE? WHY? WHEN? Who is wearing a mask?
Who is riding a bicycle?
These are literal questions – obvious!
Now write as many questions as you can in one minute.
What kind of questions could you think of?

14. Inference questions
Is it winter in the picture? Explain your reasoning. Are the owners of the house at home? How do you know? Can you think of any others like this?

15. Use these three headings on a piece of paper to help your child after and during reading

16. Use what I know (schema) = Inference children catch on pretty quickly!
Start off by reading text with your child and talking about what inference really means-
Use the text clues +
Use what I know (schema) =
Inference
children catch on pretty quickly! 
Then on the second day use an organizer to fill in our thinking.  This helps those that  need a visual and will understand more clearly after practicing it this way.

18. Play fastest finger first
Can you give me 5 facts about what you have read?
Can you give me 5 more?
How many facts can we take turns to say in one minute?
Can you trick me with one of your facts?
How have you tricked me?
What did you know that you had to guess at?
Can you ask me a question that makes me have to really look hard for the answer?
Play fastest finger first

19. Do you understand the question?
What are you being asked to do?
Which question requires inference?
What is your initial idea?
What is the unlikely answer?

20. HOW MANY QUESTIONS ARE INFERENCE?

21. Great websites if you and your child like to use technology
Homework and reading help:

22. I think my child’s problems are more serious – what should I do
I think my child’s problems are more serious – what should I do? Always speak to your child’s teacher and share your concerns again. Explain exactly what it is that is worrying you. Your child might have hearing problems, for example, that are getting in the way of learning to read and the school can arrange for tests to be done.
Here are links to organisations that deal with some other reading problems:
Dyslexia
Stammering

23. “If you have an apple and I have an apple and we exchange apples then you and I will still each have one apple. But if you have an idea and I have an idea and we exchange these ideas, then each of us will have two ideas.”
George Bernard Shaw