Reading workshop for Parents

1. Reading workshop for Parents

2. “Kids need reading stamina” Developing a reading culture at Churchfields Junior School

3. Aims and objectives • * The new curriculum expectations • * How the CJS Reading passport works • * How to support your child with reading at home • * Activities to enthuse children in reading • * How to ask appropriate questions to develop child understanding in the text

4. What does the National Curriculum Say? • By the beginning of year 3, pupils should be able to read books written at an age appropriate interest level. They should be able to read them accurately and at a speed that is sufficient for them to focus on understanding what they read rather than on decoding individual words. They should be able to decode most new words outside their spoken vocabulary, making a good approximation to the word’s pronunciation. As their decoding skills become increasingly secure, teaching should be directed more towards developing their vocabulary and the breadth and depth of their reading, making sure that they become independent, fluent and enthusiastic readers who read widely and frequently. They should be developing their understanding and enjoyment of stories, poetry, plays and non-fiction, and learning to read silently. They should also be developing their knowledge and skills in reading non-fiction about a wide range of subjects. They should be learning to justify their views about what they have read: with support at the start of year 3 and increasingly independently by the end of year 4.

5. So- Why read? Talk to the people around you Why books?

6. 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.

7. "Reading is to the mind what exercise is to the body." Richard Steele

8. OECD “Reading for Change” 2002 found that “Being more enthusiastic about reading and a frequent reader was more of an advantage, on its own, than having well-educated parents in good jobs”

9. Reading memories Do you have a good childhood memory about books and reading? Do you have an unpleasant memory? Tell the person next to you about both. It is the conditions and feelings associated with your good memory that should be recreated for reading with your child.

10. 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. Most aspects of the curriculum rely on it Every time you finish a book do you always choose a harder one next time?

11. What are we doing in school to support your children with reading?

12. Reading in School The Teaching of Reading • 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

13. The Reading Passport • At Churchfields we have designed an innovative new approach to enthuse children and expand their reading repertoire. • We have done this by introducing the Reading Passport. Through this inventive method we are able to track what books the children are reading and reward their endeavours. • http://www.churchfieldsjunior.com/reading-express/ • So how does it work?

14. Any questions about the reading passport?

15. Importantly- What is reading? Understanding(Comprehension) • 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?

16. 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.

17. 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.

18. Understanding(Comprehension) • Finding information on the page. • Being able to find information that is not on the page. Looking for clues • Thinking about situations and predicting what might happen. • Putting yourself in a character’s shoes and understanding what is going on from their viewpoint. • Book talk to make your child think. • Knowing the difference between retrieval, inference, summary, predictions, language choices.

19. These are all the strands children will need to know by year 6

20. Now have a look at this Reading comprehension and the questions to go along with it- which type of question is it asking?

21. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/328881/2014_KS2_English_reading_sample_materials.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/328881/2014_KS2_English_reading_sample_materials.pdf • Print this out

22. So what could we do to support at home?

23. The ability to read is one of the strongest predictors of future success. Although reading can be taught in a classroom, it must be practised. This slide and next: Are librarians really worth it? Available online at: http://www.ccsd.net/schools/watson/libraryresearch.html

24. Michael Jordan can teach you to how to throw the perfect foul line shot, but if you don't ever practise the skill, his instruction is worthless. When students voluntarily read, they practise and enforce what is taught in the classroom.

25. We need time for reading…

26. “Parents must remember its not their job to teach kids to read, it is to encourage them to love books.” Michael Rosen 2012

27. Becoming a reader requires reading outside of school, in the home. Children need to be reading for pleasure.

28. A place to keep their books

29. A place to read?

30. Take an interest in what they are reading and listen to them read.

31. Reading Models

32. Encourage them to read something new.

33. Suggestions for Parents • Positive attitude to books • Role models with reading • Reading initiatives e.g. Seeing authors, going to book clubs at the library • Book experiment (encouraging use of kindle, ipads, different genres, newspapers, comics) • Books & Reading material around the home • Reading supported and encouraged • Questions asked about the books read • Read a book together.

34. Reading to your children • Introduce your children to different types of books; classic fiction, chapter books, short stories, joke books, poetry, non-fiction. • Read them the book that was your favourite when you were a child. • Read slowly, with expression. Try to use different and funny voices for characters. • Follow the words and read the story using the pictures. • Talk about what is happening and what might happen next. Leave the story on a cliffhanger!

35. Talking about booksIt 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…?

36. Questioning to support your children at home? • 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.

37. Now read Jack and the Beanstalk to the person next door- what questions could you ask? Think about the story of Jack and the Beanstalk. • Who are the characters? • Who is the main character? • How would you feel if someone kept stealing your belongings? • What might the giant say to Jack’s mother?

38. Hearing your child read • Choose a quiet time and give your child your full attention; • Give support if required using the strategies explained earlier; • Explain the meaning of new words; • Talk about the text using open questions. Now, we are going to get your children and see if you can put into practise some of the skills we learned.

39. What activities could we do in addition to the questioning and reading together? Please see attached sheets- take a minute to look through- has anyone got any other suggestions?

40. A final thought: Those that read a book a week or more were likely to enjoy reading and do better in school

41. Any Questions?