Welcome to the Reading Workshop
Aims for the workshop to encourage reading to be a regular and enjoyable activity to explore the best ways to read with your child to try an activity with your child(ren) to be excited about reading if you are not already!
Top Tips for encouraging everyday reading Read yourself! Set a good example by sharing your reading. Let your children see that you value and love books share your own reading experiences with them. Keep books safe. Make your child their own special place to keep their books. Show them how to turn pages carefully. Point out words all around you. Help your child to read the words around them; on food packets in the supermarket, on buses, in newspapers, in recipes, road signs etc Visit your library it s free to join! All libraries have children s sections. Many also have regular storytelling sessions. Make time to read. Read a bedtime story with your child every night. Encourage them to share reading with grandparents, brothers and sisters and aunts and uncles. Read a range of books. Read non fiction, fiction, nursery rhymes, poetry, dictionaries, leaflets, newspapers, plays, magazines etc Keep in touch with school. Make sure your child swaps their reading books regularly at school using the colour banding system.
Top tips while reading with your child Be positive. Praise your child for trying hard at their reading. Let them know it s all right to make mistakes. Give them time while reading. Let them make a guess before you tell them the word. Help them to get the initial sound or try breaking the word up into smaller sections, or phonic sounds. High Frequency Words. Point the words out or remind them that they are the sight words (they should know the first 100 by the end of Yr 2) Don t make them try too hard! It doesn t matter if you have to tell them the word sometimes. Point with a finger. Encourage them to follow the words with their finger any age! Let them read their favourites. It's good practice to read the same books over and over again. Ask lots of questions. Check they understand the story by asking them questions about what happens. Use the pictures and text to explain what's happening. Don t read for too long - five to ten minutes
How to model and support reading in practice Front cover images The title Blurb on the back Picture Walk use images and words to tell the story before reading Share keywords or new names they will come across in the book Talk about phonic sounds that they know, that appear in the text THEN. Read the book! Question the story, characters and events throughout the book Use the images throughout the book to aid reading
Different ways of reading with your child 1. Model reading an adult, older sibling, friend or relative read to the child, engaging them with the story, images, events and characters 2. Paired reading Identify a signal e.g. tap the book, Start by reading aloud together at the same time, When child is ready they will tap the book to continue on their own If a mistake is made or hesitation for longer than 5/10 seconds support them and read aloud together again, Then encourage them to tap when they are ready to read alone again 3. Reading alternate pages together 4. Child reads to you with little support ask lots of questions about the events, characters, emotions etc
Five Finger Test Choosing a book directed at the child 1. Choose the book you think you would like to read 2. Find a page of writing somewhere in the middle of the book 3. Read the page aloud so you can hear the places where you have difficulty 4. Each time you come to a word you don t know, hold on finger up 5. If you have all five fingers up before you get to the end of the page, wave the book goodbye. It is probably too difficult for you right now. 6. If you have no fingers up when you finish the page, then the book maybe too easy for you. 7. If you have less than five fingers but more than one or two fingers up when you have finished reading the page, the book maybe just what you need to grow as a reader.
Questions to ask Before reading What do you predict/ think will happen in this book? What makes you think that? What are you wondering about before you start reading this book? During reading What does the book remind you of? What do you wonder about as you read this book? What do you think will happen next? What makes you think that? What would you do if you were the character? After reading What questions do you have now that you are finished the book? What is the most important thing to remember from this book? Why is this important? What adventures do you think the character might have next? Why? What do you think is the author s message of the book? Can you please retell the main events of the story for me?
NC Attainment target 2: En2 Reading Level 1 Pupils recognise familiar words in simple texts. They use their knowledge of letters and sound-symbol relationships in order to read words and to establish meaning when reading aloud. In these activities they sometimes require support. They express their response to poems, stories and nonfiction by identifying aspects they like. Level 2 Pupils' reading of simple texts shows understanding and is generally accurate. They express opinions about major events or ideas in stories, poems and nonfiction. They use more than one strategy, such as phonic, graphic, syntactic and contextual, in reading unfamiliar words and establishing meaning. Level 3 Pupils read a range of texts fluently and accurately. They read independently, using strategies appropriately to establish meaning. In responding to fiction and nonfiction they show understanding of the main points and express preferences. They use their knowledge of the alphabet to locate books and find information. Level 4 In responding to a range of texts, pupils show understanding of significant ideas, themes, events and characters, beginning to use inference and deduction. They refer to the text when explaining their views. They locate and use ideas and information. Level 5 Pupils show understanding of a range of texts, selecting essential points and using inference and deduction where appropriate. In their responses, they identify key features, themes and characters and select sentences, phrases and relevant information to support their views. They retrieve and collate information from a range of sources. Level 6 In reading and discussing a range of texts, pupils identify different layers of meaning and comment on their significance and effect. They give personal responses to literary texts, referring to aspects of language, structure and themes in justifying their views. They summarise a range of information from different sources.
Useful Websites http://www.wordsforlife.org.uk/ http://www.topmarks.co.uk/parents/ http://www.netmums.com/activities/fun-at-home/readingtogether http://www.bbc.co.uk/bitesize/ks2/english/reading/
Why read with your child? Probably the most important skill that your child will learn in primary school. It opens up a whole new world of learning and imagination. The more you help at home, the easier it will be to develop this vital skill. World Book Day 7 th March 2013 Come in to school on Thursday and hear you children s wonderful stories! Take away! PPP Leaflets HFW sheets 100/200 Book Band colours Phonic cards and sheets