READING FUN

transcript

1. Grab a seat

2. Get a drink

3. Choose a bun (or two)

4. Have a chat

AGENDADeveloping skills in Reception (Phonics and Key Words)

Pib, vus and yop – Year 1 Screening

Latest Reading Update – DEAR / KOBO etc.

Easy Comprehension

Story Baskets

Being a good reading partner

New Technology and Apps

PHONICS

http://www.youtube.com/watch?v=eCjJYB07aSU

KEY WORDS IN

RECEPTION (and beyond)

http://www.greatlittleminds.com/pages/45-reception-key-words.html

KEY WORDS IN

RECEPTION (and beyond)

PHONICS

READING SKILLS

(Not Just Phonics)I cnduo't bvleiee taht I culod aulaclty uesdtannrd waht I was rdnaieg. Unisg the icndeblire pweor of the hmuan mnid, aocdcrnig to rseecrah at Cmabrigde Uinervtisy, it dseno't mttaer in waht oderr the lterets in a wrod are, the olny irpoamtnt tihng is taht the frsit and lsat ltteer be in the rhgit pclae. The rset can be a taotl mses and you can sitll raed it whoutit a pboerlm. Tihs is bucseae the huamn mnid deos not raed ervey ltteer by istlef, but the wrod as a wlohe. Aaznmig, huh? Yaeh and I awlyas tghhuot slelinpg was ipmorantt! See if yuor fdreins can raed tihs too.

READING SKILLS

(Not Just Phonics)

Do you take s______ in your tea?

The dog buried his b______ in the garden.

If you see a fire look for the nearest ex______________.

PHONICS

http://www.bbc.co.uk/cbeebies/alphablocks/

PHONICS

http://www.youtube.com/watch?v=UU4FKj0OmWs

PHONICS

YEAR 1

PHONICS SCREENING

YEAR 1

PHONICS SCREENING

READING UPDATE

STORY BASKETS

COMPREHENSION

Use of Language.

Why different words have been used

Viewpoints

What does the writer think? What do they want you to think?

Social, historic and cultural contexts

What else is similar?When was it written?

COMPREHENSION

What is happening?

What is in the boxes?

How does he feel?

Where is he?

Who is he?

What is he wearing?

COMPREHENSION

http://www.youtube.com/watch?v=WJbG6TX-IRI

POSITIVE

READINGLearning to Read is seen as one of the most important f unctions of school by both adults and children alike. Children are well aware of how they are performing in relation to their f riends. They will of ten say “I ’m not very good at reading” and it is this idea which sooner or later causes them to ‘switch off ’. I f reading continues to be a negative experience f or a reader, then many develop a ‘learned helplessness’, i.e. it doesn’t matter what they do, they will always be poor readers so they may as well give up

READERS LEARN TO READ BY READI NG

I t is our role to make reading easy for the learners so that the reader enjoys reading and wants to continue to learn to read. Reading f or 15 minutes, two or three times a week is much better than reading f or an hour once per week. Choose a time that suites both of you. Make reading a special time you share together.

POSITIVE

READINGHow can we help to ensure success? Make sure the reader can see the book comf ortably and

has control over it Prepare the text in order f or the child to have a good

understanding of what they are going to read o Discuss the title of the book and what it is

about o Go through the book and talk about the

pictures and the text together. Pick out words which may cause diffi culty.

o Decide how much is to be read o Discuss what has happened already o Scan the pages to be read and pick out the hard

or unknown words o Read any diffi cult phrases or sentences bef ore

the child reads them (this is called modelling). Let the reader read Don’t correct every error, otherwise the reader is

disrupted and the child f eels a f ailure Don’t correct too quickly, leave some thinking time Be careful when splitting words up into individual sounds,

w-a-s doesn’t say ‘was’.

POSITIVE

READING Positive Prompts Only correct using positive statements “I like the way you tried to think what would make sense. Let’s

have a look at it again.” “I noticed you looking at the pictures f or clues, well done!” “I like the way you made your voice sound like someone

speaking. That’s what good readers do.” “Well done, I ’ve noticed the way you looked at the fi rst letter

to help you guess the word.” “When you realised it didn’t make sense you went back and read

it again. That was brilliant!” “That was excellent reading, you remembered to pause at the

f ull stops.”

Always remember that children learn best by being praised and getting things right.

Always praise the child as much as possible

Never criticise

Make your reading time together pleasurable and fun

BEING A GOOD READING PARTNER

Before you Start Look at the cover of the book:

Tell your partner the book title Ask them what they think the book is about

Talk about some of the pictures in the book:

Look at the characters in the book Talk about what is happening Look f or any interesting details

Ask them the scan the first few pages:

Can they spot any “tricky” words Tell them any “tricky” words you can see Tell them the names of the characters

Reading the book I f they get stuck you should:

Count silently to five before helping Prompt by saying:

Try that again Look at the picture Read the sentence again Read to the end of the sentence Look at the fi rst letter Split the word up Have a guess, what would make sense?

I f you can’t get the word after two tries:

Tell them the word Read the whole sentence to them Ask them to read the whole sentence to you

I f they make a mistake say:

Does that sound right? Does that look right? Does that make sense?

Before you finish Ask them about their reading:

Which character in the book was their f avourite

Did they enjoy the story? Why/ Why not? How had they improved their reading?

Give praise by saying:

I like the way you added expression You took a breath at the full stops You got a clue f rom the picture You worked out that word by yourself I t was good how you split the word up I like the way you read the sentence again That was a brilliant try That’s what good readers do Thank you for reading to me I enjoyed hearing you read

Phonics Space Race “Free for a limited time”

Any Questions?

READING FUN

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