English Information Meeting for Parents

1. English Information Meeting for Parents Wednesday 18th January 2017

2. English at CKJS

3. This Evening’s Agenda • Reading • Reading opportunities at home • Becoming Reading Detectives • Writing • Becoming Confident Writers • Supporting your children with Spelling • Encouraging well-written Writing

4. Reading opportunities at home? Group discussion: • How often does Reading take place at home? • What kinds of Reading take place at home? • When does Reading take place at home? • Where does Reading take place at home? • Who reads at home? • Why does Reading take place at home?

5. A National Survey on Reading with Children Parents play a pivotal role in their children’s education and literacy is one of the areas where parents have the relatively simple facilities, such as books or other reading materials, to become involved and to make a significant difference. In addition to reading with their children, parents can also show them that they value reading as a worthwhile activity by encouraging them to read and by reading themselves.

6. A National Survey on Reading with Children • What parents say, and what they do, can have a considerable impact on young people’s reading enjoyment, confidence and attainment. • Parents can get involved with their children’s reading in a variety of ways. One simple but effective way is to encourage them to read.

7. Reading opportunities at home Reading for Pleasure Reading for Purpose • Reading is important because it develops the creative side of people. • Reading is important because it is how we discover new things. • So it is important that children read for both pleasure and purpose!

8. Becoming Reading Detectives • Parents can get involved with their children’s reading in a variety of ways. One simple but effective way is to encourage them to read. • The act of Reading (or decoding) is only one part of the fascinating jigsaw that makes up what we read! • So we must also encourage children to become ‘reading detectives’ and to delve deeper into what they are actually reading!

9. What is Reading?

10. How does Guided Reading differ from other types of reading? • All children take part in a Guided Reading session during the week. • These are timetabled out of the English lesson. • During the session, a range of texts including fiction, non-fiction, poetry and ICT may be used. • The sessions are structured, three part sessions; the teacher will use a consistent structure to enable the children to practise skills supported by the text. • The class or group will all have the same text, pitched just above their independent reading level.

11. What makes Guided Reading so important? • As the children are working in groups of mixed ability, it affords the teacher the opportunity to lead quality discussions which enable the children to share, develop and explore ideas about what they are reading. • The quality of this interaction between the teacher and children enables the children to really think about the books they are reading, and to delve beneath the surface of the words. It promotes many higher order reading skills. • Thus, the children develop as proficient readers with an ever-growing range of reading skills.

12. What is the structure of a typical Guided Reading session? • Book/Text Introduction – teacher reads a text with the children, allowing them to enjoy and engage with it. • Respond to the text – drawing out language; delving deeper into its implied meaning; understanding its context; inferring information about character and setting. • Follow up questions – children answer a range of questions independently using their acquired knowledge of the text.

14. How do Randalf and Veronica come across here? “How is the Enchanted Lake floating?” asked Joe. “By great magic,” said Randalf solemly. “And that’s something you don’t see round here much these days,” Veronica chipped in. “Magic?” said Joe softly. He shook his head. “Don’t you worry about it, young warrior-hero.” said Randalf. “You’ve got a lot to learn. Luckily I’m an excellent teacher.” “Yes, and I’m an exploding gas frog!” Veronica retorted.

15. Veronica- sarcastic/rude. “How is the Enchanted Lake floating?” asked Joe. “By great magic,” said Randalf solemly. “And that’s something you don’t see round here much these days,” Veronica chipped in. “Magic?” said Joe softly. He shook his head. “Don’t you worry about it, young warrior-hero.” said Randalf. “You’ve got a lot to learn. Luckily I’m an excellent teacher.” “Yes, and I’m an exploding gas frog!” Veronica retorted.

16. Randalf- pompous/arrogant “How is the Enchanted Lake floating?” asked Joe. “By great magic,” said Randalf solemly. “And that’s something you don’t see round here much these days,” Veronica chipped in. “Magic?” said Joe softly. He shook his head. “Don’t you worry about it, young warrior-hero.” said Randalf. “You’ve got a lot to learn. Luckily I’m an excellent teacher.” “Yes, and I’m an exploding gas frog!” Veronica retorted.

18. Becoming Reading Detectives – How can we encourage this? • How could we maintain the pleasure of reading whilst also developing children’s natural inquisitiveness? • What sorts of questions would encourage children to delve deeper? • ‘Reading Prompt Book’ has some suggestions!

19. Becoming Reading Detectives – How can we encourage this? • ‘Reading Prompt Book’ has some suggestions! • Each of the six other aspects of Reading has a page with a selection of suggested questions that can be used with children to help develop their ‘reading detective’ skills and delve deeper into the hidden meaning of the text they are reading!

20. Becoming Reading Detectives – ‘The Firework Maker’s Daughter’

21. Becoming Reading Detectives – How can we encourage this? • If you were reading this opening chapter with your child, what questions might you ask? • Using the ‘Reading Prompt Book for Parents/Carers, generate some possible questions. • Aim to think of a question for as many of the Areas of Focus as you can!

22. Becoming Reading Detectives – How can we encourage this? • AF2: Where does this story take place? What would happen after Lila burnt her fingers? Which type of firework does Lila make first? • AF3: Can you predict Lila’s future from her early experiences? How does Lila feel at this point of the story? How can you tell – can you pick out a word to show it? • AF4: Can you find two reasons the author might have begun a new paragraph?

23. Becoming Reading Detectives – How can we encourage this? • AF6: What style of story is this? Find evidence in the story. What impression does the author want to give us of Lila? • AF7: Can you think of a similar character to Lila in another story? How do you know that the story is not set in England? When do you think the story is set, and why? • AF5: How has Philip Pullman shown how Lila felt when she was small? As a reader, how do you feel about Lila? Can you think of three adjectives to describe her?

24. Writing opportunities at home? Group reflection… • How often does Writing take place at home? • What kinds of Writing take place at home? • When does Writing take place at home? • Where does Writing take place at home? • Who writes at home? • Why does Writing take place at home?

25. Writing opportunities at home Writing for Pleasure Writing for Purpose • Writing is important because it is how we communicate with other people. • Writing is important because it is how we express ideas, beliefs and personality. • So it is important that children write for both purpose and pleasure!

26. Becoming Confident Writers • A confident writer masters two key skills: • Generating content (writing for purpose) • Becoming competent (technical accuracy) • As a school, our children are great with content – they have great ideas expressed using wonderful language! • Our focus is on encouraging children to become ‘competent writers’ and ensure they are accurate in what they are actually writing!

27. Becoming Confident Writers • Parents can get involved with their children’s writing in a variety of ways. One simple but effective way is to encourage them to focus on their weekly spelling homework task. • Spelling however is only one part of that which makes what we write accurate. • So we must also encourage children to become ‘writing editors’ and to spot what in their writing they need to check!

28. Supporting your children with Spelling Our approach to Spelling Homework

29. Supporting your children with Spelling Our approach to Spelling Homework

30. Encouraging well-written writing By Year 6, the task involves greater focus on writing itself – the children should be applying what they are learning about good writing…

31. Thank you • We hope you have found this evening’s meeting useful. • All the information from tonight will be on the school website under the ‘Parents’ tab • Please speak to one of us or your child’s class teacher should you have any further questions or concerns