Learning to Read

Learning to Read

Learning to Read Parent Workshop Friday 28th September 2018 Teaching reading 1970s - now 1970s 1980s 1990s 2010s

look and say (aka whole word) real books National Literacy Strategy (NLS) phonics, phonics, phonics! The Searchlight Model Phonic Knowledge (sounds and spelling) Knowledge of Context

Text Word recognition and graphic Knowledge Grammatical Knowledge Phonics Read Write Inc (Ruth Miskin) ensures all children are being taught phonics consistently across school In EYFS/KS1 daily sessions Not just about knowing sounds applying them is the key

We teach other strategies alongside phonics in our 1:1 reading sessions Teaching and using phonics Sounds introduced in three sets in specific order (aka speed sounds) Segmenting / Blending (F-r-e-d Talk) Nonsense (alien) words (reflecting Year 1 test) Hear it, say it, read it, write it Red or Tricky Words: There are some words they just have to know (e.g. no point

sounding out the) If its red, its hard to Fred A sample phonics lessonwith Mrs D! (and F-r-e-d the Frog!) Phonics Top Tips for Parents Avoid the schwa soft sounds only https:// www.youtube.com/watch?v=EYx1CyDMZSc

Dont make them sound out whole words Initial sound Blend first 2-3 sounds Then have a good guess Its ok for them to use other strategies too Sounds will be sent home to practise once learnt in school Phonics Screening Check In Summer term, all children in Year One

take part in a statutory assessment. This contains 40 words which all phonetic. 20 consist of real words, 20 alien words. If children find this tricky there is an opportunity for them to be assessed in Year Two. Learning to read at school 1:1 reading with teacher and TA (mainly EYFS & KS1) Daily phonics (EYFS/KS1) Story groups (EYFS) and class novels (KS1/2) Small group guided reading with teacher, TA or

independently (starts at Y2 and continues throughout KS2) Literacy lessons (whole class) reading as readers / reading as writers Applying skills across the whole curriculum Hearing children read is NOT teaching them Reading scheme Mainly use Bug Club Can also use ORT and Jelly & Bean

Books chosen to meet childrens needs 90% rule (we dont expect children to read every word) At all levels, children should be understanding what they are reading Dont get too hung up about expression EYFS/KS1 - Who? When? Teacher, TA or volunteer (BUT all children must work with a teacher at some point each week) Notes in reading diary (purple pen) Every day, 3 times a week, weekly?

Depends on attainment and need. Early work, during assemblies (sometimes), during foundation subjects 5-10 minutes per session Focussed on teaching the skills The 1:1 Reading Session

Expectations / independence must bring book, target card and reading record Warm up phrase cards, sound check or comprehension Child says target Introduce or recap book Read to or with child Adult models / teaches new skill

Opportunity for child to respond to text Feedback given specific to target Renegotiate target and / or choose new book (if appropriate) Teaching sight vocabulary Need instant recall of red or tricky words or sometimes new key vocabulary Should be taught as part of a phrase Need to be taught explicitly Little and often Phrase cards 1:1 or very small group TA and / or teacher

KS2 - Who? When? At least 3 guided reading sessions per week Children working below ARE also get 1:1 reading (and can also be used for more able children to push them on further) Children will work with a teacher, TA and independently with a small group over a 2 week period Sequence: Pre read Adult guided group (teaching) Follow up activity

The Group Guided Session Target (LLT) Introduce book Strategy check Independent reading

Respond to text Return to target (Feedback) Sessions will be differentiated depending on whether children are developing or experienced readers Reading books The books assigned to children from the scheme are specifically for the teaching of reading They may have this book longer than if they were reading for pleasure Children can also have a reading for pleasure book from the class or school

library they should be encouraged to practise their skills when reading these too; they can change these as often as they like Target Cards

Teachers, TAs, parents and children know exactly which strategy they are learning Target card colour matches book band Kept with reading record Red spot identifies the target(s) the child is working on; A blue spot shows they have achieved the target. Orange denotes mastery Children must show they are using a strategy securely on three separate occasions to get a blue spot (can move on with blue orange not essential) Reading diary Guides parents, child and the next person to

hear them read Comments should say what the reader can do and what they need to do next (target card!); specific praise. Shouldnt have general praise or comments about fluency / expression (unless specific target) Role of parents We encourage parents to hear their child read, but we dont expect you to teach them If you cant hear them read regularly, talk to

them about what they are reading Let them see you read. Its our job to teach them and to give them reading opportunities Use the target cards / reading diaries Reading Online! Every child will have a username and password so that they can access Bug Club books online (this should be in their Reading Record please see their class teacher if this is not the case).

https://www.activelearnprimary.co.uk/login?c=0 Click onto My Stuff and choose a book to read Answer the questions with your child to help them understand what they have read

Home books Please feel free to choose some books for your child to read at home These can be found just off the hall in the Home Books cupboard and are all colour coded to match your childs reading level Alternatively there are some other reading books (green and above) in the Year 2 classroom. These can be returned and replaced with new books as often as you like!

Questions?

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