Oxford Reading Tree Talk Roslin Primary School

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Oxford Reading Tree Talk Roslin Primary School
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Aims of talk today

• Provide you with a brief outline of the reading
  scheme Oxford Reading Tree
• Look at factors which help children to read
  successfully
• Discuss what the children will be doing in school
• What can you do at home to help?

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What factors promote success in reading?

• Parental involvement
• Enjoying lots of different books
• Knowledge about print
• Sharing reading book with your child
• Recognition of the key words and most common
  words

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How we teach Reading

• We aim for
• MEANING
• PHONICS
• FLUENCY

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Oxford Reading Tree

• Whole story approach
• Uses natural sounding language
• Emphasises meaning and fluency
• Builds up pre reading skills

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Pre reading skills

• Understand the format of a book
• Understand story structure
• Sequencing
• Predicting
• Discussing the story
• Relate the story to personal experiences

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What will we be doing in school?

• We will be encouraging children to become
  enthusiastic readers.
• The school will provide an Oxford Reading Tree
  book each week.
• Also real books will be used regularly in class
  and may be sent home from time to time.

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Oxford Reading Tree Books

• Teacher has introduced the characters
• Mum, Dad, Biff, Chip, Kipper and Floppy the dog
  
• Later Wilf, Wilma, Nadim and Anneena

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Stage 1

• How can I help at home
• Discuss the story
• Read the captions to or with your child
• Ask your child to point out the key words he
  knows
• If your child is ready listen to him read the
  captions
• Continue to practise key words

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Other activities ongoing in class

• Children will use resources that go along with
  the books e.g. Games which can help with key
  words.
• Children will have workbooks and worksheets based
  on the book they are reading.

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Rhyme

• Alongside this work the teacher will
• be looking at
• words which rhyme
• alliteration e.g. six sizzling sausages
• Patterns in words

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How can you help at home?

• Most importantly you must continue to read
  stories, rhymes, poems and factual books with
  your child.
• All reading experiences are valuable - from
  reading the cereal packet over breakfast to the
  bedtime story at night

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Where is the best place for your reading session?

• Find somewhere quiet if possible.
• Sit together on a comfy chair or sofa.
• Remember to give lots of encouragement - cuddles
  work well!

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Oxford Reading Tree Books

• In general the teacher will introduce a new book
  each week.
• Your child will bring the book home for you to
  read with them.

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AT SCHOOL AT HOMEStep 1

• The teacher introduces the story using the big
  book.
• Discussion of childrens experience related to
  the story takes place.
• Use of questions.

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AT SCHOOL AT HOME Step 2

• The book is taken home to be shared with the
  child in a relaxed and peaceful setting.
• Look at the pictures and find details to discuss.
  
• Read the story to the child. The child may want
  to read along with you.

• An extended story is read to the children.
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• Attention is drawn to the captions.

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AT SCHOOL AT HOMEStep 3

• The extended story is repeated, perhaps using the
  listening centre or a Learning Assistant.
• The children are encouraged to retell the story.
• Attention is drawn to the captions.

• Encourage the child to retell the story.
• Prompt him/her by questioning.
• Read the story to/with the child again.
• Read out a sentence at random. Can the child
  find the page with the sentence.
• Can the child attempt the captions? Praise
  should be given even if he/she is not entirely
  accurate but is still managing to make an
  attempt.

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AT SCHOOL AT HOMEStep 4

• Introduce key words by matching context cards to
  the story book.
• Copies of the key words in sentences will be sent
  home.

• Try and match the sentence strip to the relevant
  page in the book.
• Read aloud.

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AT SCHOOL AT HOMEStep 5

• Study individual key words.
• Can he/she locate the key word in a sentence.
• Can he/she read the word in isolation?
• Can the child read the book by him/herself?

• Use of guided responses e.g.
• Q. What did Kipper want?
• A. He wanted a party.
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• Q. What did Kipper get?
• A. He got his toys.
• Q. How did Mum feel?
• A. Mum was cross.

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AT SCHOOL AT HOMEStep 6

• Assessment can the child
• Sequence and read the story with pictures and
  captions?
• Sequence and read the story with captions?

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What do you do if they get stuck over a word or
make a mistake?

• Try to encourage enjoyment and fluency without
  concentrating too much on errors.
• Try not to get annoyed or exasperated if they
  dont remember a word today that they knew
  yesterday!
• If your child sticks on a word, sound it out and
  if there is no success say it yourself in order
  to keep the flow going.

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What do you do if they get stuck over a word or
make a mistake?

• Encourage children to sound out words if they are
  regular e.g. in, at, got, sat.
• Children may not know all the words, but
  concentrate on the Key Words.

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What do you do if they get stuck over a word or
make a mistake?

• Dont worry if your child seems to be memorising
  rather than reading the words - this is a stage
  children go through learning to read.
• Both you and the teacher can check words in
  isolation.

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How do you let the teacher know how you are
getting on?

• Your child has a book bag in which to keep their
  reading book and other reading resources and a
  reading diary in which we encourage you to make
  any comments.

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How do you let the teacher know how you are
getting on?

• The teacher will also make notes or comments, but
  please dont expect detailed comments every day -
  there just isnt time to do this for every child.

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Recording in jotter using theAT SCHOOL / AT HOME
table

• 21/9/06 The Toys Party
• SCHOOL
• 1 2
• 3
• 4
• 5
• 6

• HOME
• 2 JR
• 3 JR
• 4 JR
• 5 JR

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Reading Together

• Reading together should be fun for both of you.
• Be a supportive listener rather than a critical
  listener.
• Give lots of praise.

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The Phonics Handbook by Sue Lloyd
The letter groups used in Jolly Phonics 1.
s a t i p n 2. ck e
h r m d 3. g o u l f
b 4. ai j ao ie ee or 5.
z w ng v little oo long oo 6.
y x ch sh th 7. qu ou oi
ue er ar (Taken from The Phonics Handbook
by Sue Lloyd Jolly Learning Ltd., 2000)
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Thank you for coming today.