1. Helping your child with their reading 4 th November 2015 Oak Tree Primary School

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.

3. Reading  Success in reading is fundamental to success in school.  Reading is all about acquiring meaning; for enjoyment, information and understanding.  It is not a performance.  It is not a test. Every time you finish a book - do always choose a harder one next time?

4. Our children as readers What do we want from our children? To read for pleasure To be able to sight-read fluently (at appropriate age) To be able to summarise what has been read To read with understanding To read with expression To be able to choose what they would like to read for themselves To have reasons for preferences in what they read

5. Reading and the New Curriculum 1. Word reading Phonics remains at the heart of early reading. 2. Comprehension (both listening and reading) There is a greater emphasis on comprehension, with more continuity between the year groups and an emphasis on working on increasingly challenging texts. 3. Reading for pleasure Encouraging a love of reading is at the core of the new English Programme of Study with a greater emphasis on reading non-fiction (now required at Year 1) as well as fiction: 4. Struggling readers The new curriculum emphasises the need for children who may be struggling to learn to decode rapidly. Drama and the English curriculum: Role play and drama are referred to across the curriculum as part of spoken language. There will also be a statutory requirement to prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action.

6. Children at Oak Tree will experience Guided reading sessions Individual reading time with the class teacher, LSA, parent helpers Shared reading Reading across the curriculum ECaR Opportunities to visit the school library Daily phonics sessions in EYFS and Key Stage One Days dedicated to books and reading (National Poetry Day, World Book Day)

7. Phonics Blend (vb) — to draw individual sounds together to pronounce a word, e.g. s- n-a-p, blended together, reads snap. cluster — two (or three) letters making two (or three) sounds, e.g. the first three letters of 'straight' are a consonant cluster. digraph — two letters making one sound, e.g. sh, ch, th, ph. vowel digraphs comprise of two vowels which, together, make one sound, e.g. ai, oo, ow. split digraph — two letters, split, making one sound, e.g. a-e as in make or i-e in site. grapheme — a letter or a group of letters representing one sound, e.g. sh, ch, igh, ough (as in 'though'). grapheme-phoneme correspondence (GPC) — the relationship between sounds and the letters which represent those sounds; also known as 'letter- sound correspondences'.

8. phoneme — the smallest single identifiable sound, e.g. the letters 'sh' represent just one sound, but 'sp' represents two (/s/ and /p/). segment (vb) — to split up a word into its individual phonemes in order to spell it, e.g. the word 'cat' has three phonemes: /c/, /a/, /t/. VC, CVC, CCVC — the abbreviations for vowel-consonant, consonant- vowel-consonant, consonant-consonant-vowel-consonant, which are used to describe the order of letters in words, e.g. am, ham, slam. The role of sound buttons shaib Have a go!

9. Understanding (Comprehension)  Being able to read does not mean you understand what you read.  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 texts.  The next slide is easy to read – does anyone understand what it means?

10. An extract taken from a computer manual According to the previous ATA/IDE hard drive transfer protocol, the signalling way to send data was in synchronous strobe mode by using the rising edge of the strobe signal. The faster strobe rate increases EMI, which cannot be eliminated by the standard 40-pin cable used by ATA and ultra ATA.

11. 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 choices.

12. How can you help? 10-15 minutes reading at home each day makes a big difference Positive encouragement

13. Questioning Vocabulary

14. Tips  Choose a quiet time to read  Make reading enjoyable  Maintain the flow  Be positive  Regular practice  Talk about the books  Make use of the Library  Variety is important

15. 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.  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?

16. Thank you. Any questions?