Learning To Read

1. Learning To Read How do we teach children to read?

2. The power of reading • Creating a love of reading in children is potentially one of the most powerful ways of improving academic standards in school. • There can be few better ways to improve pupils chances in school, or beyond in the wider world than to enable them to become truly independent readers.

3. Some facts about reading… • Parents are the most important reading role models for children and young people. • Reading for pleasure is more important than either wealth or social class as an indicator of success at school. Children who read for pleasure tend to do significantly better at school than their peers. • Reading skills are a key predictor of academic success. • Children who are read with at least three times a week by a family member are almost twice as likely to score in the top 25% in reading than children who are read with less than 3 times a week.

4. More information about reading… • Success in reading is fundamental to success in school. • Reading is all about acquiring meaning; for enjoyment, information and understanding. • It is not a performance. • It is not a test. Every time you finish a book - do you always choose a harder one next time?

5. Early Reading • Encourage a love of books. • Share books, discuss pictures, have fun! • Wordless books, talk about characters, use the pictures to tell the story. • Encourage children to look at all kinds of books, fiction, information, poetry etc. • Let children see you reading.

6. Early Reading skills • Holding the book the right way round! • Turning pages one by one. • “Pretending to read” behaving like a reader. • Follow text from left to right and top to bottom. • 1:1 correspondence. (Pointing to words one at a time and matching pointing to spoken word.) • To discuss and make predictions, show understanding of the story.

7. Talking about books It is not a test! Do you like this book; why? Who is your favourite character? Tell me about a character in the book. Which words tell you what the character is like? How would you feel? What do you think will happen next? What would you do? What have you learned about …… in your book? What can you tell me about…?

8. Comprehension (Understanding) Being able to read does not mean you understand what you read. Your child might sound like a good reader but may not necessarily understand what the text means. The best way to develop understanding is to talk about texts. The next slide is easy to read – does anyone understand what it means?

9. An extract taken from a computer manual According to the previous ATA/IDE hard drive transfer protocol, the signalling way to send data was in synchronous strobe mode by using the rising edge of the strobe signal. The faster strobe rate increases EMI, which cannot be eliminated by the standard 40-pin cable used by ATA and ultra ATA.

10. Reading requires two skills Understanding The ability to understand the meaning of the words and sentences in a text. The ability to understand the ideas, information and themes in a text. If a child understands what they hear, they will understand the same information when they read. Phonics and Word Recognition The ability to recognise words presented in and out of context. The ability to blend letter sounds (phonemes) together to read words.

11. Phonics • “Phonics to be taught as the prime approach in learning to decode.” • In school: Letters and Sounds programme split into 6 phases. • 20 minutes a day for each group.

12. What is Phonics? Words are made up from small units of sound called phonemes. Phonics teaches children to be able to listen carefully and identify the phonemes that make up each word. This helps children to learn to read words and to spell words • In phonics lessons children are taught three main things: • GPCs: This stands for grapheme phoneme correspondences. This simply means that they are taught all the phonemes in the English language and ways of writing them down. • Blending : Children are taught to be able to blend. This is when children say the sounds that make up a word and are able to merge the sounds together until they can hear what the word is. This skill is vital in learning to read. • Segmenting: Children are also taught to segment. This is the opposite of blending. Children are able to say a word and then break it up into the phonemes that make it up. This skill is vital in being able to spell words. • 26 letters! 44 phonemes! 144 spellings of the sounds!

13. Phonics Phases Phase 1(Nursery.) • Speaking and listening activities to develop language structures and increase vocabulary. Improve ability to distinguish between sounds and become familiar with rhyme and alliteration.

14. Phase 2 (Reception) • Introduce letter – sound correspondences. (grapheme / phoneme) s a t p i n … • Please do not “schwa” • Learn to blend. c-a-t • Learn to read non decodable words. • Eg. the no go to into

15. Phase 3 (Recepton) By the end of phase 3 the children will have been taught one grapheme (letter or set of letters) that represents each of the 44 phonemes in order to read and spell simple regular words. th ch ai ee igh ai ow ure or ear ch th ng qu oo ar air oi ur Continue to learn tricky words. Develop “sight vocabulary.”

16. Phase 4 (Reception) • Teach children to read and spell words containing adjacent consonants eg. bl, sn, fl etc. (Reception.) hand step

17. End of Reception expectation Early Learning Goal – Reading Children read & understand simple sentences. They use phonic knowledge to decode regular  words & read them aloud accurately. They also  read some common irregular words. They  demonstrate understanding when talking with  others about what they have read.

18. Phase 5 (Year one) • Teach children to recognise and read the alternative graphemes (groups of letters) that are used to represent phonemes. meet meat right write

19. Phonics Screening Check • In the summer term, all year one children will take the phonics screening check. • This a list of 40 words with real and ‘alien’ words for the child to decode. • The end of year report will advise if your child has met the requirement. • If your child has not met the required level they will have the opportunity to repeat in year 2.

21. Phase 6 (Year 2.) • Teach children to develop their ability to become automatic readers. (Fluent.)

22. Year 2 SATS – Reading • The Reading Test consists of two separate papers: • Paper 1 – Contains a selection of texts totalling between 400 and 700 words with questions about the text. • Paper 2 – Contains a reading booklet of a selection of passages totalling 800 to 1100 words. Children will write their answers to questions about the passage in a separate booklet. • Each paper is worth 50% of the marks and should take approximately 30 minutes to complete, although the children are not being assessed at working at speed so will not be strictly timed. • The texts will cover a range of poetry, fiction and non-fiction. • Questions are designed to assess the comprehension and understanding of a child’s reading. • Some questions are multiple choice or selected response, others require short answers and some require an extended response or explanation.

23. Reading in school Phonics Shared reading Guided reading Independent reading Personal reading Focused reading activities Reading across the curriculum Class novels and stories School readers Home readers The hearing of reading is NOT the teaching of reading

24. Reading at school… Shared reading: Teacher reads and makes overt what good readers do through modelling. 80 – 89% accuracy (hard) Guided reading Children read in a group with the teacher. 90 - 94% accuracy (instructional) Independent Reading Children practice without the teacher’s help Practising at home 95 – 100% accuracy (easy)

25. Can you read this? • The biologically active metabolite is N-thiodiglycolyl-homocysteine. • Each contains polyethylene glycol, ammonio methacrylate copolymer and polysorbate. • Bacterial pharyngitis is caused by Arcanobacterium, pneumoniae, Corynebacterium, Group A streptococcus, and Neisseria, Idiopathic Pharyngitis) causes. • scans are often clearly indicative of opacification, hilaradenopathy, parenchymal nodules, and septal lines. (Notes: We as adults still rely on phonics to decode unfamiliar words. Did you enjoy reading this? We need to be careful not to provide books that are too challenging. If every word needs to be decoded we loose interest fast!)

26. Other decoding Skills. • Use of picture clues. • Use of grammatical clues. Does it make sense? • Reading ahead, what could the word be? • Sight vocabulary. • Knowledge of “tricky” words.

27. Reading books in school. • Oxford Reading Tree scheme– Phonetic to begin with. • Oxford Reading Tree Project X • Dandelion books • Phonics bug. • Free reading books (Age appropriate.)

28. Reading at home. • Practise reading with the reading scheme books. • Should be quiet, no distractions, relaxing and not rushed! Don’t do chores around the reader! • Quality not quantity. • Make sure they understand what they are reading! • Make reading visible; have books available in your home. Read other books from home or library. • Boys need to see that reading is something men do. • Talk about books. • Respect choices.

29. Some tips… • Your child may ask to read the same book repeatedly.  Repetition is good. It reinforces learning. Explore different  aspects of the book and engage your child in conversation around the story or the vocabulary in the book.  • Read a range of text. Use print in the environment, read notices, labels, signs, newspapers, packaging etc. • Talk around the text, ask questions. • Offer your own ideas.

30. Closed Questions Vs Open Questions • What do you like about this book? • What do you think of this character? • Why do you think this is a good story? • What’s great about reading? • Why are you a good reader? • What is it about these stories that you like so much? • Do you like this book? • Do you like this character? • It’s a good story isn’t it? • Do you like reading? • Are you good at reading? • Do you like this kind of story? Change these questions so that the answers cannot be yes or no.

31. What to do if your child is stuck • Use phonics first. What sound does the word begin with? Can you say the sounds in the word? Blend them together. • Read to the end of the sentence. What would make sense? • What is the text about – what might fit here? • Does it sound right? • Look at the picture. Does it help?

32. How to use these strategies at home John let his pet frog go. It ******across the grass. What is the first sound? It h*****across the grass. What would make sense? It hopping across the grass. Does that sound right? It hopped across the grass.

33. A Dreadful Language! I take it you already knowOf tough and bough and cough and dough?Others may stumble, but not you,On hiccough, thorough, lough and through?Well done! And now you wish, perhaps,To learn of less familiar traps?Beware of heard, a dreadful wordThat looks like beard and sounds like bird,And dead: it's said like bed, not bead - For goodness sake don't call it deed!Watch out for meat and great and threat(They rhyme with suite and straight and debt). A moth is not a moth in mother,Nor both in bother, broth in brother,And here is not a match for thereNor dear and fear for bear and pear,And then there's dose and rose and lose -Just look them up - and goose and choose, And cork and work and card and ward,And font and front and word and sword,And do and go and thwart and cart - Come, come, I've hardly made a start!A dreadful language? Man alive!I'd mastered it when I was five! • Quoted by Vivian Cook and Melvin Bragg 2004,by Richard Krogh, in D Bolinger & D A Sears, Aspects of Language, 1981,and in Spelling Progress Bulletin March 1961, Brush up on your English.

34. Thank you! Any questions? Amanda Davies & Sarah Cuerden – Rivington Foundation Primary School