Christ Church Ainsworth C of E P rimary School

1. Christ Church Ainsworth C of E Primary School Reading Meeting For Parents

2. Aims of the session • To take a close look at our school Reading Policy. • Explain the difference between Guided and Individual Reading. • Look at skills children need to develop to be able to read • Talk about how books are colour banded • Demonstrate the structure of a guided reading session

3. Reading with your child • Looking at a book with your child is a special time for you both to share and enjoy the experience. • Model reading behaviour in your home. • Choose a time when you are not likely to be disturbed, so your child can feel comfortable and secure ready to ENJOY reading. • Mums, dads, grandparents, older brothers and sisters can all hear your child read to emphasise that people of all ages and genders enjoy reading. • Developing a routine, reading at a regular time every night will make it easier to maintain your child’s interest

4. Reading in School • Your child has varied opportunities to read through the school day • KS1 children read on a 1 to 1 basis at least twice a week • All children have a guided reading session each week • Text work and comprehension developed throughout school during Literacy sessions • Reading is a skill that supports your child’s development in all areas of the curriculum • Literature circles are an independent group reading activity established in Key stage 2

5. Reading for meaning Skills used by children to decode and develop fluency • Picture cues • Phonic blends • Sight vocabulary • Contextual clues The dog drank from his bowl. He wagged his tail.

6. Colour Bands • School has banded a variety of reading scheme books into colours which begin at Grey stage and end at Stage 19 Black level, based on National guidelines • Colour bands enable children’s reading to be structured and allows for progress • Colours also suited to comprehension level and understanding of age group

7. Colour Bands • Your child will be on two colour levels, one colour is their practise level (taken home), the other is their instructional level, a stage higher that is practised during guided reading • There is no set number of books your child reads at each level, it is expected that teacher assessment of a child’s reading during guided reading and summative assessment will inform this decision • Reading is not a race through each colour, please try not to compare your child with others. The key to good reading is, confident word attack skills, good word recognition and comprehensive understanding of what they are reading. Listening to and understanding what you are reading which can only come with fluency and confidence

8. Guided reading/ Independent reading • The teaching of reading takes place during guided reading • Practising reading should occur both at home, every night , and at school to support the child’s development and confidence • Both are vital elements in ensuring a child’s reading is an embedded life skill that progresses throughout their time at school and beyond • School requires all children to read every night as part of their homework policy • If your child is reluctant to read at home please discuss it with your child’s class teacher. This is a perfectly normal phase that can often occur.

9. Language Comprehension processes Poor word recognition; good comprehension Good word recognition; good comprehension GOOD Word recognition processes Word recognition processes POOR GOOD POOR Good word recognition; poor comprehension Poor word recognition; poor comprehension Language Comprehension processes

10. Effective guided reading is… • The differentiated teaching of reading. • Planned to match the needs of the learners, using targets to focus teaching and learning. • Follows a clear, 4-part structure.

11. Structure of a guided reading session • Book introduction • Setting the context for reading • Supporting language comprehension • Language structures • Vocabulary • Strategy check • Direct teaching of phonics • (Usually related to reading target) • ‘What will you do if you’re stuck?’

12. Structure of a guided reading session • Independent reading • Adult gives focus for reading • Children read identified section of text independently • Adult uses time to • Focus on individual children – application of reading target or • Assess individual children or • Assess the whole group

13. Structure of a guided reading session • Return to text • Check comprehension through reading focus • Revisit reading target & recap on reading strategies used • Read the text together (if children may not have read it during independent time) • Give follow up task where appropriate Guided reading and daily phonics must be treated as ‘routines’ in order to fit everything in.

14. Moving from level to level • Pink level is suitable for children learning how to Do guided reading, handle books, talk about books and point and match the spoken and written word • Texts need to have familiar, accessible language and a very patterned structure • Red level is suitable for children learning how to Apply their phonic knowledge e.g. find initial letters to help predict words Apply their phonic skills e.g. blend a word to read it • Texts need to have repetitive sentence structure and familiar vocabulary

15. Moving from level to level • Yellow levelis suitable for children learning how to • Apply more complex phonic knowledge e.g. • reading words with digraphs • reading multisyllabic words • reading a wider range of key words • Texts will have simple sentence structure and familiar vocabulary, but will be less repetitive and predictable • As children progress to Blue, Green and Orange levels there are greater variations in sentence patterns, less repetition of phrases and stories include more events and characters.