fast-reading Unit 3 warming up and reading post-reading pre-reading warming up careful-reading.
Reading - overdale-jun.leicester.sch.uk
37
Transcript of Reading - overdale-jun.leicester.sch.uk
Reading
Why? The Purpose of Reading
• Develop lifelong skills
• Accessing the curriculum throughout school career
• Reading for pleasure
• Escapism from the world
• Exploring own interests
• Develops independence
• Expands knowledge
• Opens doors to other opportunities!
• Evidence from OECD (2002) found that reading enjoyment is a key factor in children’s future educational success.
• Children who read very little do not have the benefits that come with reading, and studies show that when struggling readers are not motivated to read, their opportunities to learn decrease significantly.
(Baker, Dreher and Guthrie, 2000 – cited in Clark and Rumbold, 2006)
• Clark (2011) in a large scale survey of over 18,000 young people found that those who reported enjoying reading very much were six times more likely than those who did not enjoy reading to read above the expected level for their age.
• Young people who reported not enjoying reading at all were 11 times more likely than those who enjoyed reading very much to read below the level expected for their age.
Testing • In terms of testing, you may have heard what a
challenge the SATs Reading paper was to the country last year - and it doesn’t look like it’s going to get any easier!
• There are examples of questions for you to have a look at the end if you wish.
Look at the paragraph beginning: Glancing nervously...
Find and copy one word meaning relatives from long ago.
_____________________________________________
…they crossed the glassy surface of the lake.
Give two impressions this gives you of the water.
1. ___________________________________
2. ___________________________________
…milled around in bewilderment (page 8)
Explain what this description suggests about the baby
warthogs.
___________________________________________
___________________________________________
___________________________________________
Curious and unafraid, the animals of Mauritius offered themselves up for slaughter... (page 10) Why were the dodos curious and unafraid?
________________________________________________________________________________________________________________________________________________________________________________________________________
• Reading is central to everything that we do in school – and teaching reading is at the heart of what we do – and we regularly tell the children that their reading is their most important homework.
• We have taught thousands of children over time, and we know it is a complex thing – it isn’t always easy to get them to want to read, or to know exactly what to do for the best.
• It is a never ending journey.
In School • Securing those early skills • Decoding words • Building up phonics and sight vocabulary This is why most children start reading on a reading scheme to track and match their development Books are carefully matched
Reciprocal Reading
• We also do Reciprocal Reading in all classes across the school to share and unpick texts together.
• We find an appropriate text that is going to be the core of our theme work and that is sufficiently challenging for the children.
• Together we read a section at a time – and talk at length about the words that we don’t recognise and consider why the author has chosen those words.
Vocab Book • We collect any new words in our own Vocab
Books to come back to and use in our own work.
• We use drama techniques, pictures and toys to act out the story - stopping and pausing to talk about how characters might feel, to predict what might happen next and to summarise what has already happened.
• We use this to develop their writing. • Through this process children are able to talk
about what they have understood or not understood about the text in a way that we often don’t manage with a traditional reading book.
• We then have at least 30 children sharing and
adding their ideas to the mix.
emphasise
italics
CAPITAL LETTERS
bold
underlining
exclamation marks!
‘inverted commas’
suspense
What is the writer keeping you
waiting to find out?
What is the problem
or mystery?
Explain how
you know that the man was frightened.
He looked around him -
‘nervously’
He ‘cried’ when he
spoke
He stepped over the
sleeping wolf ‘cautiously’-
. so he must have been scared of it.
EVIDENCE
Explain
Why the man was frightened.
The snake was coming
towards him –‘snake came closer’
It was spooky in the forest - ‘eerie
rainforest’
He couldn’t see - “I can’t see where we are
going!”
REASONS
Individual Reading
• We do quiet reading time each day where we encourage children to become absorbed in their chosen book.
• We listen to individual readers and help them to select books that challenge them.
• Where possible we look to follow their interests, but sometime we take them outside their comfort zone.
• Listening to a child read is crucial, no matter what level they are at – as it is only then that we can fully understand if they are progressing.
Vocabulary
• heath • fair • wound
Reading at Home
What we want from you…
Creating the right vibe at home for sharing a book:
• Finding the right time for you as a family
• The right place
• Giving the right message –
Reading is fun and important
• Reading out-loud is important - even for older children.
• You are never too old to read aloud!
We need you to encourage your child to read at least five times a week
• Your child has a reading record which needs to be filled in each week.
• We have set it up so that you only have to sign it to prove that they have read – you do not need to write . great long comments about their expression.
• You can use it if there is something that you particularly want the teacher to know about.
• Get your child to add new words to the Vocabulary section at the back.
Home Reading Journal
Name: . Class: .
Weekly Reading Assembly
• Habit, regularity and consistency.
• Giving value to reading.
• It is the most important homework!
As part of this - we want you listen to your children read once a week for 20 minutes.
• If you have got time to read with them more often, that is great, but we understand the pressures on family time.
• They can read to themselves on the other days – but any chance you may have to talk to them about it afterwards or ask questions all helps.
• Talk to them about their book - and discuss the words, characters and events.
Video
Appropriate Level
• It is really important that you are reading books that they enjoy - but they really do need to challenge themselves to read something that is a little bit harder.
• As a general rule children should be coming across about 5 new words on a page.
• Sometimes you might tell them what it means – and sometimes you might get them to look it up in a dictionary.
• It all adds to their understanding and vocabulary.
Please read to your children as well.
We are never too old to share stories.
![Reading workshop slides v2 (2) [Read-Only] · Reading workshop Reading at school Reading for pleasure Banded books Parental involvement Reading Fluency. Reading at school ... reading](https://static.fdocuments.net/doc/165x107/5fd880651dec7c1e8e4a37df/reading-workshop-slides-v2-2-read-only-reading-workshop-reading-at-school-reading.jpg)
