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Paired Reading

Paired Reading. Plan to take paired reading a stage further. Two main ways Comprehension Teaching strategies to read unfamiliar words. Feedback Questions. Possible problems. Level of difficulty – Too easy/ too hard Loss of interest – importance of the choice of book

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Paired Reading

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  1. Paired Reading Plan to take paired reading a stage further. Two main ways Comprehension Teaching strategies to read unfamiliar words. Feedback Questions

  2. Possible problems • Level of difficulty – Too easy/ too hard • Loss of interest – importance of the choice of book - Shouldn’t replace a favourite activity • Attention - Child or parent - tiredness - Get child to point to words • Time/ place -No easy solutions – what works for you. -Done regularly rather than one long blitz.

  3. How do we read? Backward Text ehT .srehto eht fo ngis on llits saw erehT .pmac eht dehcaorppa yeht sa deppots dah gnignis yeht ,nehT . nees eb ot eno on saw ereht woN taerg a sexob eht fo eno fo pot eht no was tuB .derbhguoroht on saw tl .god etihw tsop sti ot kcuts dah ti deraeppasid dah yehT .step rehto eht ekilnu – yeht woN .nageb tsrif elbuort eht nehw .deppart erew yehT .tops eht no erew What skills were you using? Reading on? Sounding out? Did you understand it? Going back to the beginning of the sentence? Were you better on your second reading?

  4. How do we read? • LOOK - we can use pictures for cues - Football • SOUND out smaller words - c-a-t sl bl sh • BREAK up longer words – carpet • FIND little words inside bigger words – shout • GUESS a word that makes sense – “I ------ to the shop.”

  5. What does this mean? • Text says – “I walked to the shop” • Child reads – “I washed to the shop” • This shows the child is using the beginning sound and the “ed” ending but their guessing using the sentence or context needs to be improved. The question “Does that make sense?” can be used here.

  6. The importance of asking questions? The Gribble and the Dorigg The Gribble strigged the blue-black Dorigg into a drewish set of taygon. Shaking off the taygon the Dorigg frassed the Gribble with its mighty blawk. In the end both the Gribble with its croving strigger and the blue black Dorigg were exhausted by the effort of it all. They embraced and agreed that it had been a good crimble. • What colour was the Dorigg? - Blue/ black • What word did the writer use to describe the Dorigg’s strigger? - croving • How did they both feel at the end of it all? - Exhausted and they agreed it had been a good crimble • What did they do to make you think that they finished as friends? - They embraced

  7. How can I ask the right type of questions? • A question checks that the reader understands the story being read. • Questions can be straight forward Who? What?Where? Questions. • More challenging questions can be introduced which ask opinions e.g. How would you feel? • Remember – It is important to start with the easier questions and build it up gradually. The children need to be able to use the text to support their answers in the early stages.

  8. Different types of questions.

  9. An example of good questioning. A Very Special Day. Abbie lives at the corner shop in Park Street. One Friday she set off to school with a spring in her step with a little gold box in her hand. Abbie couldn’t wait to show the box to her class teacher Mrs. Williamson. 1. Where does Abbie live? 2. What did Abbie bring to school? 3. What do you think was in the little gold box? 4. How was Abbie feeling on her way to school? 5. Have you ever felt like this when you have brought something in to school?

  10. PARENTS CHECKLIST • Are you and your child reading together? - Are you adjusting to the pace of your child? - Does your child attempt every word? - Do you allow child enough time? • Does your child remember to signal/ squeeze? - Do you respond to child’s signal? - Is your child praised for this promptly? - Are you ignoring minor errors as suggested? - Does reading together begin again when child gets stuck? • Are you giving frequent praise?

  11. REMEMBER THE TEN STEPS TO PAIRED READING • READING TOGETHER • Child CHOOSES reading material with parents help. • Parent and child find QUIET and COMFORTABLE place where they can read together undisturbed for about 10 minutes each evening. • Parent and child DISCUSS pictures and story. • Child and parent READ ALOUD together at child’s pace. • If child MIS-READS or STUMBLES over a word parent offers HELP as follows

  12. Rescue Routine • 1)     Parent POINTS to word and WAITS five seconds. • 2)     Parent keeps POINTING and READS WORD correctly. • 3)     Child SAYS the word correctly and parent PRAISES child. • 4)     Parent and child CONTINUE READING ALOUD together.

  13. READING ALONE 6. While parent and child are reading aloud together, child may feel confident enough to wish to READ ALONE. 7. Child NUDGES (gives signal to) parent who praises child for signalling and now FOLLOWS text SILENTLY 8. Child continues to read ALOUD, ALONE, increasing span of correct reading and self-correcting when necessary. 9. Parent PRAISES child. 10. If the child MIS-READS or STUMBLES over a word both parent and child RETURN to STEP 5 and follow the RESCUE ROUTINE and continue to READ ALOUD TOGETHER following subsequent steps.

  14. Thanks for your time – we look forward to seeing you at the Paired Reading Assembly for the presentation of the certificates.

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