1. Reading in P3
Sean and Terry

2. “If we teach todays student’s as we taught yesterday’s, we rob them of tomorrow.”
John Dewey

3. Approach
Phonics – using letter sounds to build up words – first children need the recognise the sounds in language e.g. s-a-t
Look say – recognising high frequency words through familiarity
In a meaningful context – links with the unit, to understand read and make sense of text.
Phonics – pure sounds “a” not A so that they can

4. Phonics a for apple (Jolly phonics/zoo phonics/Alphablocks)
Don’t need to know the name of the letter just the sound
CVC – can then read many more than 100 words
Instant success!
Later learn double letter(oo,ch etc)
Letter and sounds

5. High frequency words Many of these words are non phonic
Words that can not be built up using phonic skills we call them red words and children just have to learn them - was, I, is, here,

6. Continuums

7. The techniques we use to promote and develop reading
Instructional opportunities
Encouraging reading
Hearing students read
Shared reading
Guided reading
Reading to students
Modeling reading
Book discussion groups
Independent reading
Begin with encouraging reading
Reading to students – let them see you practice, discussion about title, character (learner profile), plot – key concepts – what caused the biscuit to run away.
Hearing reader – inefficient, time consuming other 34 students? One to one, Can focus on negative. Skill and accuracy focus – which isn’t the point of reading – read to ?
Guided reading – focus on constructing a deeper meaning enclosed in the book – a bit like the anthropologist – extracting meaning – what evidence have you got – where does it say that in the book, what makes you say that,
Guided reading

8. Purpose of reading List all the situations where you must read
Young girl last year going off on holiday reading everything – pointing to the destination board at the airport – that where we are going Daddy!

9. Reading strategies Shape of the letters Initial sound
Build up words using identified sounds
Look for clues in the picture
Use the syntax of the sentence to identify the necessary part of speech
Choose a word that makes sense in the sentence we are reading.
Reading is sometimes called a psycho- linguist guessing game

10. Use of PM benchmarks and other assessments
PM administered at least twice a year.
Continuums at least twice a year
Words I know twice a year
Sound and sight word checklists probably about once a month
Goal is not to keep pushing students to more difficult texts but to encourage them to read with greater understanding. If you can’t understand it you shouldn’t be reading it. Teacher and Parents are guilty of pushing children beyond their understanding – Bush fire.

11. Different types of questions
Literal
Reorganisational
Inferential
Evaluative
Appreciative