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St John The Baptist Primary School

St John The Baptist Primary School. Year 3 Reading Evening. Aims of the session. To inform parents about how reading is managed in Year 3 and how/why this differs from Key Stage 1. How this prepares your child for Key Stage 2.

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St John The Baptist Primary School

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  1. St John The Baptist Primary School Year 3 Reading Evening

  2. Aims of the session • To inform parents about how reading is managed in Year 3 and how/why this differs from Key Stage 1. • How this prepares your child for Key Stage 2. • To provide suggestions of different texts for you to share with your child at home.

  3. Why do we read? ….for enjoyment…. …to gain information…. …. for escapism ……as part of our work.

  4. For enjoyment Children learn to read… To increase their knowledge To spark their imagination To discover new worlds To be inspired For information To empathise with characters To relax and unwind for the same reasons.

  5. With our developed reading skills we can make books… fun by reading endlessly to our children… and introducing them to a wide variety of texts. Our enthusiasm for certain authors and styles of books can be infectious! Also, this can encourage a thirst for knowledge and understanding of the world.

  6. Reading in Year 3… and beyond!! • When we talk about reading, we’re talking about more than story books. As your child moves up through primary school, he or she will be learning how to read and understand instructions, letters, magazines, information books and even websites. By Key Stage Two, children are not just learning how to make sense of the words on the page, they are learning how to make sense of the ideas they are reading about. Through reading, they are beginning to discover the world around them.

  7. Progression from KS1 to KS2 • As your child moves into Year 3, they will have already mastered some fundamental skills crucial to reading. They will be able to decode words through the use of phonics and be able to blend sounds together. They will recognise high frequency words by sight and begin to have a deeper understanding of the text.

  8. An overview of the progression • Foundation Stage: Word Recognition and Language Comprehension • KS1: Word Recognition and Language Comprehension • KS2: Language Comprehension andWord Recognition processes

  9. The simple view of reading + Good word recognition, good language comprehension Good language comprehension, poor word recognition - + Word recognition Poor word recognition, poor language comprehension Good word recognition, poor language comprehension - Language comprehension

  10. Reading in Year 3 • Year 3 is a critical year in terms of shifting from ‘LEARNING TO READ’ to ‘READING TO LEARN.’ Fine balance to be struck in terms of providing continuing support and nurturing a move towards more independent reading.

  11. Because of this shift of emphasis away from de-coding to comprehension, children are offered a freer choice of reading material…. Still closely monitored by the class teacher via the use of A,B,C,D banded books. Reading schemes are still appropriate for some children – so a layered approach is taken, combining elements of the laddered structure of Key stage one with a widening exposure to a variety of texts needed in Key stage 2.

  12. Your child as a reader in Year 3 • Developing personal tastes • Develop reading stamina and fluency • Widen reading across fiction, non-fiction and poetry • Begin to develop an awareness of language features and text organisation

  13. Assessment of Reading • At the start of year 3, your child completed a reading test which determined their reading age and informed the groups. This is repeated further on in the year to show development of reading age. • Your child is continually assessed by the class teacher in a number of ways…

  14. The reading environment

  15. The Reading Record • Essential link between home and school • Encourages interaction with the book • Helps to inform your child’s progression

  16. Which one is your child? • An avid reader? • A confident reader? • An emerging reader? • An enthusiastic reader? • An expressive reader? • A reluctant reader? • A struggling reader? • A sporadic reader? Your answer may well be that he/she shifts from one to the other!

  17. How can I help/encourage? Model reading out loud to them regularly Let your child see you reading for pleasure Use Book talk – short focused activities

  18. You can… Choose a visual text without words to encourage independent thought and creative responses. This is a useful way in for more reluctant readers.

  19. Use an unusual photograph! Who? What? Where? Why? When?

  20. Finally…. • Thankyou for listening. I hope this has been helpful – there are handouts available to take home on: • Overview of reading topics for year 3 • Further pointers for helping your child as a reader • A guide for helping reluctant readers • ‘Books with Hooks’ booklist

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