Year 1 and Year 2

Reading Workshop

3rd December 2013

Language comprehension processes

Wor

d re

cogn

ition

pro

cess

esSimple view of reading

goodpoor

good

poor

Poor word recognition,

good language comprehension

Good word recognition,

good language comprehension

Poor word recognition,

poor language comprehension

Good word recognition,

poor language comprehension

Journey to becoming a skilled reader

• Beginning to decode• Improving fluency and sightvocabulary• Direct comprehension• Inferred comprehension

Sight vocabularySeeing a word and automatically

recognising what it says.• Children need to see a word 40 times before they have it embedded in their memory.

Have fun with reading•Put words around the house and read every time you pass them.

•Make up a word matching game.

•Hide words around the house.

•Spotting words around the supermarket etc.

• 100 high frequency words

Improving fluencyReading fluency is the ability to read

textaccurately and quickly.

Fluent readers can:• Group words quickly• Recognise words automatically• Their reading sounds natural, as if they arespeaking.

Your child’s reading might at present soundchoppy.

They might find it difficult to pick up the meaning of the text.

How to help with fluency

• Keep calm and carry on reading

• Model the reading of the sentence/page for

them.

• Summarise the page for them. They may not

have picked up the meaning.

• If there is a word that can’t be broken down,

tell them!

• Repetition helps. (Repeating pattern books or

reading books more than once.)

•Both read, you and the child alternate.

• CDs with accompanying books.

• Singing with the lyrics.

Comprehension

Understanding what you are reading.

Literal Comprehension = Understanding what is on the page.

Indirect comprehension = evaluate and draw conclusions from the text.

Making Inferences• This requires the reader to evaluate and draw conclusions from information in a text.

• Authors do not always provide a completedescription or explicit information about thetopic, character, setting or event.

• But what they do is provide clues that readers need to use to ‘read between the lines’.

• This involves combining information in thetext with their background knowledge.

Asking children the right questions helps them to develop their thinking

skills.

Activity:

Watch this clip of Goldilocks and the Three Bears.

We will be making up some questions about this story.

http://www.youtube.com/watch?v=Oaw-d3r_gIc

Blooms Taxonomy Question Stems

Use these question stems to help build your questions.

The further down the list you go, the more thinking children have to

do.

Make a list of some of the questions you could ask about

Goldilocks and the Three bears.

Current research in reading reveals three important considerations for

parents and teachers:

•Children who read, and read widely, become better readers.

•Reading and writing are complementary skills.

•Parents are important to children both as role models and as supporters of their efforts.

What can I do to help?

• Provide a good role model — read yourself and read often to your child.

•Provide varied reading material — some for reading enjoyment and some with information about hobbies and interests.

•Encourage activities that require reading — E.g. Cooking, following instructions, finding facts (non-fiction books).

•Establish a reading time, even if it is only ten minutes a day.

•Write notes to your school-age child; encourage written responses.

•Establish one evening a week for reading (instead of television viewing).

•Encourage your child in all reading efforts.

‘You may have tangible wealth untold;

Caskets of jewels and coffers of gold.

Richer than I you can never be--

I had a Mother who read to me.’

-Strickland Gillilan