Reading Workshop

1. Reading Workshop Our Lady of the Rosary School, Kenmore 6 June 2019

2. Welcome Introductions Prayer

3. Why do you read? Activity: • Partner Buzz: Introduce yourself to someone near you and talk with each other about your response to the question, “Why do you read?” Share

4. What do you expect….. • Newspaper • Magazine • Cereal packet • Phone • Bible • Shopping list • Text Book • Novel • Picture book We bring along knowledge of the context and an expectation of what we are going to read.

5. What is reading? Let’s co-construct!

6. What is reading? • The Australian Curriculum defines ‘to read’ as: ‘to process words, symbols or actions to derive and/or construct meaning’. • Reading includes interpreting, critically analysing and reflecting upon the meaning of a wide range of written and visual, print and non–print texts.

7. Goal of Reading To make meaning from the text.

8. Children learn to read by… seeing important people in their lives read

9. Seeing important people in their lives read • Value your own reading and share your reading experiences with others. • Be informed by your child’s reading interests. • Look for opportunities to discuss reading and make connections to life. • Provide opportunities to access reading materials, hard copy and digital.

10. OLR Resource Centre • We believe in fostering a love of reading and literature and empowering lifelong learners through quality, holistic literacy experiences. What we offer: • Access to a wide range of quality literature and non-fiction texts • Weekly Library lessons – linked to curriculum and classroom themes. Literature shared and supported borrowing • Weekly Digital Technology lessons • Lunchtime library • Events to promote reading such as Book Week, National Simultaneous Storytime etc

11. OLR Resource Centre • Encourage your child to return books each week. Show interest and read library book – reread ! • Let your child see you reading for pleasure. In the early years children borrow books that they want to have read to them. As reading progresses they will be able to choose books that they can read independently. However continue to share reading experiences too. • Encourage children to borrow picture books as well as chapter books – early literacy is built from making connections between illustrations and text.

12. Curriculum Direction Prep Students read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge. Students use comprehension strategies to understand and discuss texts listened to, viewed or read independently.

13. Year 1 Students read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading. Students use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features.

14. Year 2 Students read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting. Students use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures.

15. Successful Readers understand: • The relationship between spoken sounds and written symbols. • The grammar of texts • The structural conventions of texts.

16. Reading is about making connections Ensure the child makes connections to the text: • Have you ever felt like that? • That reminds me of... • Wouldn’t that be exciting? • This is like that other book ... • I’d love a puppy too...

17. Reading is always about making meaning If the child loses the meaning gently prompt them: • Does that sound right to you? • Let’s just check back on the previous page... • What’s happened so far in this part? • Hang on, I’m confused…

18. What strategies do we use when reading? Decoding: • Memory and picture cues. • Recalling patterns of letters • Leave out a word and read ahead. • Re-read the sentence from the beginning to help with prediction. • Predict the word from the first letter. • Sound out the word. • Recognise the word as a ‘high frequency word’ or a word that is familiar from our environment.

19. Making Meaning • Make predictions • Monitor meaning • Use knowledge of the text and prior knowledge. • Text structure • Question • Visualise • Make inferences • Summarise • Clarify

20. Building on Phonic Cues (Sounding out) Beginning readers sometimes rely very heavily on phonic cues, sounding out every individual letter. We can help them by identifying: • Groups of sounds • Word families • Word endings • Compound words • Syllables • Blends • Sight words (Magic words)

21. Purpose of home reading

22. Keys to home reading • Create a happy atmosphere • Be encouraging and supportive • Keep the session short • Little and often • Make it fun! • Get everyone involved • Chat about the text

23. Reading at home READ TO the child • If the text is too hard, challenging texts, to inspire children to want to read. • Read a family favourite!! READ WITH the child Tricky concepts, a bit beyond your child’s capabilities, manageable with help. READ BY the child • Easier, fewer mistakes, opportunities to try out strategies, but not get frustrated.

24. Modelling What could a home reading session: Look like? Sound Like? Feel like?

25. Activate prior knowledge (Context, text type, relate to prior experience): What kind of book do you think this is? Do you remember….? Predicting: Have a look at the title and the pictures- what do you think this book might be about? (Flick through the text – make predictions using the pictures)

26. During Reading Ways to help… • Show me where you will start reading…. • Include ‘wait’ time • Allow time for self-correction. • If the mistake makes sense come back to it later. • Gently suggest a strategy (picture, starting letter, re-read to predict). • Focus on any language that may be a bit tricky or unfamiliar. • Reading with: encourage the child to join in with different parts or to read some parts while you read others etc. • Ask questions

27. Beginning Readers • Tell a story from the pictures. • 1,2,3 Strategy: • You read first. • You read with them. • Let them read alone. • Let the child read the text on their own first. • Use ‘I’ll read a bit, you read a bit..”

28. After Reading – 4 R’s • Re-tell: Can you tell me what that book was about? • Re-visit: Re-visit new or difficult words and ask the child ‘How did you work that out?’ • Recall: Ask your child some questions to check their understanding: literal and inferential. • Reward: Praise your child’s efforts.

29. Higher Level Questions • What do you think the main idea of this book was? • Who do you think would enjoy this book and why? • Why did the author write this book? • Can you summarise this book into beginning, middle and end? • What was a challenging word in the book? How did you work it out?

30. Question Types • Right There: The answer is in the text. These are typically literal questions. • Think and Search: The answer is in the text, but you might have to look in several different parts of the text and put the information together to make meaning. • Author and You: The answer is not in the text, but you still need information that the author has given you, combined with what you already know, in order to respond to this type of question. • On My Own: While the question is related to an aspect of the text, the answer is not in the text. You are required to draw on your own knowledge and thinking to answer the question. (Critical/evaluative)

31. Re-reading the same text Re-reading the same text is important for early readers: • Develops fluency and expression • Enables re-tell • Develops confidence • When the ‘word work’ is out of the way, comprehension can improve. • Increases high frequency vocabulary.

32. Look out for…. • Persistent reversal of letters or order of sounds. • Skipping lines / tracking difficulties. • Page held too close to face. • Refusal to read/not willing to try. • Leaving words out . • Lack of comprehension/inability to retell the story. Check in with your child’s teacher.

33. Remember….. Set up for success……

34. Exit card • Please respond to the questions on the exit card. • If your responses are general ideas to inform another workshop you do not have to provide a name. • If you would like a response, please add your name and your best email contact.

35. Thank you for attending.Lucky Door Prize drawPlease join us for morning tea in the Glass Retreat