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