“reading without reflecting is like eating without digesting.” – edmund burke “to learn to...

Welcome to our readingworkshop

We hope you fi nd the informati on tonight useful.

If you have any questi onsplease do not hesitate to ask

or see us at another ti me.

So whyread?

“Reading without reflecting is like eating without digesting.”

– Edmund Burke

“To learn to read is to light a fire” — Victor Hugo, Les

Miserables

You may have noticed thatour approach to reading

at school has been changing.

You may have noticed thatour approach to reading

at school has been changing.

Why?

In searching for further ways to develop the children’s

reading, and by analysing our children’s skills we found that

children were very good at decoding text but less confident when

questioned about what they had read.

So lets dig a little deeperinto the skills the children

need to be a successful reader.

ReadingWhat does it look

like in Class 1?

The first skill we need todevelop is for children torecognise and link soundsto a range of phonemes

otherwise knownas sounds.

We do this through a daily Letters and Sounds

session where children aretaught how to segment

and blend sounds. We then apply this to

reading sentences.

We allow children to developat their own pace and

recognise that regular reading at their own level embeds this

process.

We allow children to developat their own pace and

recognise that regular reading at their own level embeds this

process. For this we need

your support!

In addition, we now do weekly guided reading

sessions where children read a slightly more challenging text in a group with

similar ability children.

ReadingWhat does it look

like in Class 2?

How guidedreading

is organised

In Class 2 we also have a daily guided reading session where

children are grouped with similar reading needs. A variety

of texts are chosen that specifically meet that

groups target needs.

Reading Targets

So what happens in guided

reading?

ReadingSkills

Developing inference – ‘iceberg’ the words

The words

The suggested meaning/s – in layers

What’s below the surface?

RIGHT THERE (Literal)...

o Where does the story take place?

o Who are the main characters?

o Where in the book would you find...?

o What happened in the story?o Through whose eyes is the

story told?o Which part of the story best

describes the setting?

Dig deeper (Inferential)…

o How would you feel about...?o Can you support your view

with evidence?o I wonder why the author has

decided to...?o Do you know another story

which has a similar theme (eg good over evil)?

o What questions would you ask of the main character?

Reading Detective (Evaluative)…

o What would this character think about...?

o Using all the evidence available can you tell me what you feel about…?

o What is your opinion? What evidence do you have to support your views?

o What makes this a successful story? What evidence do you have to justify your opinion?

o Which is better and why?

We need to developthe children’s skills to answer these types of

questions in writing. To do this we are starting

to use sentence prompts.

When applying all these skills we hope that the children will have a greater enjoyment of reading and

will develop a deeper understanding of what they have

read.

When applying all these skills we hope that the children will have a greater enjoyment of reading and

will develop a deeper understanding of what they have

read. In addition we hope that

they use these skills when they write in English and across the

wider curriculum.

So how can you helpat home?

1. Listen regularly to your child read at

home, no matter how old they are.

2. Question your child about the book they

are reading and link this to their target(s).

Thank you very much for coming!

Are there any questions?