To learn to read is to light a fire Victor Hugo, Les Miserables

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1 To learn to read is to light a fire Victor Hugo, Les Miserables So it is with children who learn to read fluently and well: They begin to take flight into whole new worlds as effortlessly as young birds take to the sky. - William James Books are a uniquely portable magic. - Stephen King, On Writing: A Memoir of the Craft When we read a story, we inhabit it. The covers of the book are like a roof and four walls. What is to happen next will take place within the four walls of the story. And this is possible because the story's voice makes everything its own. - John Berger The whole world opened up to me when I learned to read Mary McCleod Bethune There are many little ways to enlarge your child's world. Love of books is the best of all. - Jacqueline Kennedy

2 Reading can be truly magical. Please take a moment to remember the first book you read as a child that allowed you to imagine. Let s give that gift to your children. Let s give them the gift of being a reader.

3 Our own experiences of learning how to read What are your own experiences of learning how to read? Can you remember particular schemes used at school that helped you to read?

4 Statistics Close to one in four children in England still cannot read well by the age of 11 in spite of significant progress in recent years. This figure rises to two in five among children from low-income families. A child who is behind in reading at age 11 is likely to face a difficult time at secondary school and, beyond that, in the world of work: one in four people earning less than 10,000 are not functionally literate, compared with fewer than one in 25 of those earning over 30,000. A child who does not reach a good level of reading development at the end of KS1 and KS2 is at risk of never catching up. Report Reading England s future - Published by Save the Children in 2014

5 If you don't have time to read, you don't have the time (or the tools) to write. Simple as that. Stephen King

6 Objectives: Welcome to our Reading Evening to share our expectations for teaching reading at Malvern Way 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.

7 Key attributes to be a proficient reader: resilience determination positive mind set What they need from their adults is: encouragement enthusiasm an expectation that reading is a part of their daily routine

8 We can teach your child the skills needed to read. We can develop their interest and curiosity in books. We can share with them our love of reading. But we cannot hear every child read every day. Each class teacher would need 5 hours every day to hear each child read for 10 minutes.

9 What makes a good reader? 3 key ingredients: decoding fluency comprehension

10 Decoding Decoding is learning that the letters we see on the page have a corresponding sound. When we blend those sounds together, we read words. Some phonemes use 1 letter, others use 2 (digraph) e.g. ai, others use 3 (trigraph) e.g. ear r ai n

11 Reading strategies If your child is struggling to decode a word, remind them of the strategies they have been taught: look for the sound on a phonic mat look for a small word within a longer word they do know e.g. to in today

12 Reading strategies break the word into smaller chunks e.g. Sat ur day are there other words on the page that look similar e.g. light and slight recognise inflections: -s, -es, -ed, -ing, -er, -est read on to the end on the sentence. Go back to the unknown word and use the context to help work out the word Don t jump in and tell your child the word. Give them thinking time.

13 Memory words Many words can be read using the synthetic phonics approach. However, there are some words that cannot be read in this way. We call these memory words. Memory words include common words like are, we, he, said. These are included in the key words children in Years 1 and 2 bring home in their red book to learn to read and write.

14 Fluency and comprehension Once your child has learned to read all 44 phonemes in words and has a good basic sight vocabulary, your child s fluency will improve. Fluency is being able to read the words on the page by sight using expression and intonation that shows understanding. The goal in fluency instruction is not fast reading, although that happens to be a by-product of the instruction, but fluent meaning-filled reading. - International Reading Association A fluent reader is a child who: can read % of words by sight understands what they have read (comprehension) reads at a pace that allows for meaning to be made

15 How can we improve comprehension? Types of questions: - questions that require basic retrieval - questions that require inference - questions focusing on empathy Inference and empathy require the reader to make connections between the book they are reading and other books read and to use their own experiences. These skills need practise.

16 Green spot

17 Retrieval question Where did Floppy go with Gran? Inference question Why did Floppy say That s not for me. Empathy question Why did Floppy not enjoy the ride?

18 Turquoise

19 Retrieval question What can the boy see from his window? Inference question How do you know the boy s home is not in the countryside? Why does the book start Dear Mum and Dad? Empathy question How do you think the boy feels living away from home? Why do you think that?

20 The simple view of reading Language comprehension processes (making sense of the text) X Word recognition skills Word recognition skills X X Language comprehension processes (making sense of the text) X

21 What does this tell us? Word recognition skills Language comprehension processes (making sense of the text) X children are not reading for meaning questions are not being asked to challenge understanding children are not retaining knowledge so are not able to transfer it

22 Questions we can ask: Improving comprehension What does this word mean? Can you think of another word that means the same as Why did.. do that? What could happen next? How do you know (the boy is sad)? Do you agree with s opinion? How is..feeling? How do you know that? What else do you know about.? Can you tell me about a similar story to this? What happened before/after? What do you think? How do you feel about..? Can you explain why? Do you like the bit where? Tell me more.

23 How does Malvern Way develop a love of reading? providing reading books from a range of publishers. Some focus on the application of phonics, some on HF words and others through their subject matter introduce children to new vocabulary and broaden their understanding of the world around them regular 1:1 reading to an adult all year groups guided reading in a small group at least once a week (Yr 1 and Yr 2) shared texts including oral retelling every day an adult will read a story/poem to your child (Yr 1 and Yr 2) reading rewards sticker for 6 home reads a week Library A refurbished library with lots of exciting fiction and non-fiction books. Your child visits the library weekly and has time to browse and enjoy choosing a new book to borrow author visits - In December 2016, Nick Butterworth visited the school opportunities to develop a love of books e.g. World Book Day, Secret reader

24 Your role at home Make reading times a routine and special time. Take the opportunity to cuddle up and show your child you value this time together. Be encouraging rather than critical What sound does that word begin with? The sound you need is at the end of the word star. Show your children it s important that you can lose yourself in reading for a short period of time. Perhaps by buying a weekly magazine for yourself and a comic for your child or find a book each from the library. Establish a time where you all have uninterrupted reading. It is all about embedding good reading habits! Stretch your children by reading to them a book they cannot read by themselves. Encourage children to read the whole book perseverance and stamina! Don t jump in and tell your child the word, let them work it out.

25 Home School Reading Record A big thank you to all parents who listen to their child read at least 6 times a week. It really makes a difference. Children who read regularly at home make more progress and are more confident at reading aloud and tackling new vocabulary. It is really important to comment in your child s reading record. It is as a way of communicating between home and school about some of the following: whether your child liked/disliked the book what you talked about during the session what they found easy or tricky (there is a section at the bottom of each page to write words your child found challenging) whether they understood what they read e.g. X enjoyed the end of the book when the children solved the mystery. He found reading some of the longer words challenging. He did try to break these down into chunks to make them easier to read.

26 Useful websites Username: student16203 password: malvern

27 Hedgehog class pink, red, yellow spot books Rabbit class blue, green, orange, turquoise Squirrel class - purple, gold, lime, lime plus We would be very grateful for your feedback tonight. Pink post it notes What did find useful? Green post it notes How could we improve or help you further?

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