1. Reception Parent Reading Workshop BSB November 6th 2018

2. The Power of Reading!
Creating a love of reading in children is potentially one of the most powerful ways of improving academic standards in school.
There can be few better ways to improve pupils chances in school, or beyond in the wider world than to enable them to become truly independent readers.
If children are happy to read, they are more likely to do so when they have to as well as when they want to.

3. Reading Success in reading is fundamental to success in school.
Reading is all about acquiring meaning; for enjoyment, information and understanding.
Reading creates a love of books – it builds imagination, creativity, language and pure enjoyment.
It is not a performance.
It is not a test.
Every time you finish a book - do you always choose a harder one next time?
Most aspects of the curriculum rely upon reading to some extent;

4. The Importance of Story Telling

5. Reading to your children
Introduce your children to different types of books; classic fiction, chapter books, short stories, joke books, poetry, non-fiction, books without words, recipe books etc.
Library books – read them to your child and enjoy them together.
Don’t force reading – it should be a pleasure.
Share books in your home language if it is not English.
Read slowly, with expression. Try to use different and funny voices for characters.
Let your child read the words they know and you read the words they don’t
Make some obvious mistakes … every child loves to be the teacher sometimes!
Let the children tell you the story – and even if it doesn’t match the book, it’s still about storytelling.
Follow the words and read the story using the pictures.
Talk about what is happening and what might happen next. Leave the story on a cliffhanger!
Allow choice – its not only boys who love reading about cars!
Read the story modelling techniques to captivate the listener.
Replace Jack and the Beanstalk with a story of your own choice if you wish.`

6. Reading at Home – Enjoy!
Make reading visible; have books available in your home
Share books every day
Boys need to see that reading is something men do
Talk about books
Sit and listen - don’t do chores around the reader!
Respect reading choices
Respect choices – reading the computer or comics or sports magazines is still reading.

7. Reading requires two skills
Understanding
The ability to understand the meaning of the words, sentences and ideas in a text.
The ability to understand the ideas, information and themes in a text.
If a child cannot understand what they hear, they will not be able to understand the same information when they read it.
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.

8. Cracking the English Language code
What are phonics?
Cracking the English Language code
How many letters?
How many sounds (phonemes)?
How many spellings of the sounds?

9. Stretchy Sounds r r r r r r r s s s s s s s v v v v v v v th th th th
ng ng ng ng
f f f f f f f f
n n n n n
m m m m
l l l l l l l l l
sh sh sh sh
z z z z z z
Demonstrate correct articulation

10. h h h h h h j j j j j j j k k k k k k k
Bouncy Sounds
a a a a a a
e e e e e e i i i i i i i i i
o o o o o o u u u u u u
b b b b b b w w w w
t t t t t t t
y y y y y y
p p p p p p
d d d d d g g g g g g
h h h h h h j j j j j j j k k k k k k k
x x x x x x c c c c c c

11. Saying the sounds Cu a tu - what’s this word?
Turn to your partner and say the sounds of the alphabet.
Cu a tu - what’s this word?
Video of the correct pronunciation of English letter sounds
Ask parents to sound out the alphabet – as sounds not names.
They are likely to schwa – e.g fu not ffffffffff
Talk about importance of not schwaing.
If children schwa, they will hear an extra sound when they are trying to blend the word and then the word will not make sense.
If children hear an extra sound, they may add this sound when spelling and therefore get the spelling wrong.
Show Letters and Sounds DVD Phase 2 – enunciation video
Ask parents to sound out their own names correctly – demonstrate.

12. Blending and Segmenting
Sh ar p
sharp
Explain what blending and segmenting mean.
Emphasise the importance of blending for reading – recognising letter sounds (phonemes) means nothing if they cannot be blended for reading.
Parents can help by playing oral blending games – sounding out words around the house and when out and about – and blending the letters together orally.
E.g. Pass Mummy the c u p cup. Turn on the t a p tap. Touch your t oe s toes…
Re emphasis the importance of not schwaring – short, crisp sounds are vital.
Blending for reading and Segmenting for spelling

13. High Frequency Words Tricky words cannot be sounded out!
Children learn them by ……
1) looking at the word shape
2) playing games such as Splat, Snap,
3) finding them in other books
4) copying them in lots of different ways
5) Sorting magnetic letters to copy them

14. Remember … it is not a test!
Talking about books
Remember … it is not a test!
Do you like this book; why?
Who is your favourite character?
Tell me about a character in the book.
Which words tell you what the character is like?
How would you feel?
What do you think will happen next?
What would you do?
What have you learned about …… in your book?
What can you tell me about…?

15. Understanding (Comprehension)
Being able to read should mean you understand what the text means.
Your child might sound like a good reader but may not necessarily understand what the text means.
The best way to develop understanding is to talk about books, texts, stories …

16. Remember …
Learning to read is not a race!
Learning to read is not a competition!
Reading is a life –skill
Reading is an academic necessity
Reading is fun!

17. Questions,Questions, 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?
It is so easy to answer these questions with 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?
Briefly explain the difference between an open and a closed question.
Explain that open questions will generate discussion which will lead to better understanding whereas closed question will only generate a one word answer.
Click to reveal possible alternatives when the parents have had a go.

18. What to do if your child is stuck
Use phonics first. What sound does the word begin with? Can you say the sounds in the word? Blend them together.
Is this is tricky / high frequency word which is on the key ring?
Read to the end of the sentence. What would make sense?
What is the text about – what might fit here?
Does it sound right?
Look at the picture. Does it help?
If none of these help offer 2 or 3 possible words … and ask which makes the most sense?
Talk through each strategy and explain what each will do to help the child decode a word that they cannot read.
Independent Strategies by Jill Marie Warner

19. How to use these strategies at home
John let his pet frog go. It ******across the grass. What is the first sound? It h***** across the grass. What would make sense? It hopping across the grass. Does that sound right? It hopped across the grass.

20. Teaching Reading in School
Phonics Lessons
Shared reading
Guided reading
Focused reading activities
Reading across the curriculum
Cvc and high frequency words
School/Home reading books
Give a brief overview of the function of each of the above aspects of treading in school.
Explain that all of these are part of the teaching of reading.
Explain that sometimes, as parents, there is an expectation that children are heard reading often. This may be the case for some, but not all children. The hearing of reading is not the same as the teaching of reading.
Explain the school policy and expectations about home reading – in general. Details to follow,

21. Thank you for listening!
We hope you feel better equipped to help your child learn to read;
And perhaps ready to be a parent volunteer to help with reading in the classroom later on in the year …