Reading Workshop

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Reading Workshop

• How can we help children become confident readers?

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The ability to read is vital.

• It paves the way for success in school and later
  life.
• Research shows that it's the single most
  important thing you can do to help your child's
  education.
• There are many reasons why we read and therefore
  why children will read
• for pleasure and interest
• for work
• to learn about the world e.g. in papers
• to obtain information e.g. recipes and signs

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Stages of Reading - 1

• Pre-readers
• Look at books and like to be read to
• Like to behave like a reader
• Learn about words from songs and rhymes
• Learn how the text works
• Use pictures and memory to tell a story

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Stages of Reading - 2

• Emerging readers
• Ready to receive instructions about reading
• Know the text can be a story or information
• Begin to match written words to spoken words and
  letters to sounds
• Begin to say words in simple texts
• Use the picture to understand the text

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Stages of Reading - 3

• Early readers
• Develop more confidence
• Use mainly phonic strategies to identify words
• Recognise many words and are willing to try new
  texts
• Begin to talk about the meaning of stories and
  texts

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Stages of Reading - 4

• Fluent Readers
• Read for pleasure and interest with understanding
• Use a variety of methods to identify words and
  meaning (phonic, graphic, contextual)
• Read a good range of texts, making predictions
  and commenting on information
• Relate the meaning to their own experiences and
  knowledge

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Teaching reading in school

• Phonic groups
• In Foundation Stage, Year One and
• Year Two, children are in phonic groups
• matched to their ability.
• These sessions teach them the sounds and letter
  patterns which are the building blocks to reading
  and spelling.
• It happens on a daily basis for 15 20mins.
• Its a very successful way to learn to read as it
  allows children to decode new words successfully.
• It should be used as part of a language rich
  environment.

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Teaching reading in school

• Guided reading sessions
• A quality learning time for a small group who are
  at the same reading level.
• The teacher identifies the next step for those
  children and they focus on that key skill for one
  or more sessions.
• Between one and three times a week depending on
  the needs of the group.

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Teaching reading in school

• Intervention sessions
• Children whose progress is below
• age expectations are given daily
• inputs to increase their sight vocabulary.
• They usually work individually with a teaching
  assistant on key word targets.
• 10 15 minutes per day until they are back
  within age expected levels.

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Teaching reading in school

• Children also have time to practise their reading
  skills.
• Follow up to guided sessions.
• Paired reading within the class or across
  classes.
• Story time children practise a text and read to
  the class.
• Individual reading time for pleasure.

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How we assess childrens reading

• Colour banding
• Children are placed on a colour band for their
  independent reading from Lilac for emerging
• readers through to Lime, Ruby and Sapphire for
• Fluent free readers.
• In their guided reading sessions they will
  usually be reading the colour band above as they
  work on their next step targets.

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How we assess childrens reading

• These colour bands are regularly reviewed
  through
• Formal benchmark reading tests every half term
  or more frequently if required. These test
  decoding, fluency and comprehension skills.
• Informal reading assessments when sharing books
  with a child.

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How we assess childrens reading

• Guided reading
• Children are constantly assessed during guided
  reading sessions using the seven Assessment
  Focuses (AFs) of the National Curriculum Reading
  Guidelines.
• Their next step targets will come from these AFs.

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How we assess childrens reading

• AF 1 Decoding texts
• AF2 Understand texts
• AF3 Deduce, infer or interpret information
• AF4 Understand the features of different texts

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How we assess childrens reading

• AF5 Explain and comment on writers use of
  language
• AF6 Comment on the overall effect of the text on
  the reader
• AF7 Relate texts to social, cultural and
  historical traditions

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How we assess childrens reading

• Statutory assessment
• At the end of Key Stage One the childrens
  reading attainment is reported to the Local
  Education Authority as a National Curriculum
  level.
• A phonetic reading assessment has just been
  introduced into Year 1.

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Age expectations

• Early reader by end of Foundation Stage moving
  into level 1 red/yellow books
• High level 1 (1a) by end of Year 1- turquoise
  books
• Mid level 2 (2b) by end of Year 2 gold books

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Reading Comprehension

• Reading is a balance between decoding and
  comprehension, both of which need teaching.
• As children move from being an early reader to a
  fluent reader their comprehension skills develop.
• This is extremely important they cant become a
  successful reader unless they can understand more
  complex texts.
• Talking to children about what theyre reading is
  vital.

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Reading Comprehension

• Many children find understanding the texts they
  read more difficult and need extra support.
• These children may be able to read all the words
  in a book but struggle with retrieving, deducing
  or inferring meaning.
• They need particular support before they are able
  to move onto harder texts.

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Developing Comprehension

• There are 3 levels of comprehension that
• usually develop progressively
• On the lines (the actual words literal)
• Between the lines (deduction and inference)
• Beyond the lines (making comparisons and
  empathising)

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The first and most important teacher

• As a parent or carer you play the leading role in
  helping your child move through the stages of
  reading.
• The link between home and school is such an
  important one children who are encouraged,
  supported and taught in both environments will
  obviously have the best chance of success.

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Top Tips

• Read more difficult books aloud to children of
  all ages - it helps to keep them interested and
  develop their story language.
• Talk about the text as much as possible - on,
  between and beyond the lines.
• Read together paired reading if children are
  less confident or read the same book as your
  child if theyre an independent reader so you can
  discuss the text.

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Top Tips

• Make it fun repetitive stories are great, read
  a wide variety of texts stories, poems,
  information books, magazines, comics.
• Visit the library regularly to extend
• their reading range.
• Read every day books, signs, newspapers,
  leaflets whatever you can get your hands on!

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What to do if youre worried

• Talk to your childs teacher about your concerns.
• Theyll discuss their strengths and weaknesses
  and how you can support your child.

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Children as readers

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