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The Power of Reading: Pre-Prep 2018-19

The Power of Reading: Pre-Prep 2018-19. Mrs. Kavanagh-Finch I Pre-Prep English Leader and Academic Coach. Building a Literate School. Teaching Systematic Synthetic Phonics Wigh ar wea dueing thiss?. Teaching Systematic Synthetic Phonics Why are we doing this?. The Rose Report, 2006.

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The Power of Reading: Pre-Prep 2018-19

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  1. The Power of Reading: Pre-Prep2018-19 Mrs. Kavanagh-Finch I Pre-Prep English Leader and Academic Coach

  2. Building a Literate School

  3. Teaching Systematic Synthetic PhonicsWigh ar wea dueing thiss?

  4. Teaching Systematic Synthetic PhonicsWhy are we doing this? The Rose Report, 2006 Schools were advised to ‘put in place a systematic, discrete programme as the key means for teaching high-quality phonic work’ and that ‘shared and guided reading sessions should not be used to replace discrete phonics teaching but they can provide opportunities to reinforce children’s developing phonic knowledge and skills, in the context of achieving the ultimate goal of the sessions, which is the development of comprehension’ (DfES & PNS, 2006, p.7). Wyse, D. & Goswami, U. (2013) British Educational Research Journal, Vol. 34, No. 6, December 2008, pp.691-710

  5. Spellings • Spellings will be sent home on Monday, after your child has been introduced to the graphemes that they will be focusing on that week. • Spelling tests will be on Friday, after the children have had sufficient opportunities in class to use and apply these words in their writing. • In addition to their spelling test, the teacher will dictate sentences, linked to the grapheme they have been taught that week. We will also plan to ensure that these sentences reinforce the skills that the children have been taught in their grammar lessons, for example they may be asked to write statements, questions, commands or explanations. • These sentences will also include a CEW, that the children will also be expected to spell independently.

  6. Common Exception Words

  7. Teaching Systematic Synthetic Phonics

  8. Terms that your child will be taught at school: • phoneme • grapheme • diagraph • trigraph • segmenting • blending

  9. Teaching Systematic Synthetic Phonics

  10. Here are some examples: • /b/ /e/ /d/ • /c/ /a/ /t/ • /r/ /ai/ /n/ • /p/ /ay/ • /h/ /igh/ • https://www.youtube.com/watch?v=036uprV52rE

  11. Phoneme frames and sound buttons

  12. What are nonsense words, tricky words, high frequency words and common exception words? said because floist

  13. How can you support your child at home?

  14. How can you support your child at home?

  15. Guided Reading:  Best Practice • National curriculum • with raised expectations • Strong emphasis on systematic • synthetic phonics • Phonics screening check

  16. A Simple View of Reading

  17. Guided Reading: Best Practice

  18. Guided Reading: Best Practice

  19. What is Guided Reading?

  20. Reciprocal Reading Model • Reciprocal teaching is a framework for teaching the skills necessary for good comprehension • It is dialogue based • Initially, the teacher acts as the facilitator - modelling the use of 4 key strategies to the pupils • Gradually, with the teacher’s support, pupils’ confidence and competency will increase and the adult input will decrease • The eventual aim is that the pupils will be able to work independently

  21. Reciprocal Reading Model Reciprocal teaching works by making these strategies explicit to learners. • Predicting • Questioning • Clarifying • Summarising

  22. Predict and Question Questioner • Allows readers to pick out the main points in the text • Introduces children to different kinds of questions, which in turn should help them with answers. Predictor • Gives the reader a purpose to read on in order to check out their predictions • Encourages pupils to utilise knowledge previously acquired in reading the text (when making predictions part way through the story) • Provides a mechanism for monitoring comprehension (i.e. were my predictions correct, and if not why not)

  23. Blooms Taxonomy

  24. Clarify and Summarise Summariser • This is the ultimate test of whether a pupil has fully understood the passage – an extremely difficult skill to master • Can a child make intertextual references? • Can they identify common themes? Clarifier • Trains pupils to monitor their comprehension (rather than just reading blindly) • Permits children to admit to not understanding a word. • Develops skills so that pupils can decipher the meanings of unfamiliar words or phrases • Allows children to answer previous questions that have been asked

  25. The Power of Pictures

  26. Reading Pathways

  27. Year 1 WorkshopPhonics Investigation Activities

  28. Year 2 WorkshopReciprocal Reading: Learning to Predict

  29. Any questions?

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