Reading workshop slides v2 (2) [Read-Only] · Reading workshop Reading at school Reading for...

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Reading workshop Reading at school Reading for pleasure Banded books Parental involvement Reading Fluency

Transcript of Reading workshop slides v2 (2) [Read-Only] · Reading workshop Reading at school Reading for...

Page 1: 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

Reading workshop

Reading at school

Reading for pleasure

Banded books

Parental involvement

Reading Fluency

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Reading at school

• Blended reading

• Independent

• Teacher reads

• whole class – individual, choral etc…

• group• paired

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Reading for Pleasure

• Evidence suggests that there is a positive relationship between reading frequency, reading enjoyment

and attainment (Clark 2011; Clark and Douglas 2011).

• Reading enjoyment has been reported as more important for children’s educational success than their

family’s socio-economic status (OECD, 2002).

• There is a positive link between positive attitudes towards reading and scoring well on reading

assessments (Twist et al, 2007).

• International evidence supports these findings; US research reports that independent reading is the best

predictor of reading achievement (Anderson, Wilson and Fielding, 1988).

• Evidence suggests that reading for pleasure is an activity that has emotional and social consequences

(Clark and Rumbold, 2006).

• Other benefits to reading for pleasure include: text comprehension and grammar, positive reading

attitudes, pleasure in reading in later life, increased general knowledge (Clark and Rumbold, 2006).

• There is a growing body of evidence which illustrates the importance of reading for pleasure for both educational

purposes as well as personal development (cited in Clark and Rumbold, 2006).

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Banded

booksReorganised

Banded books

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Banded book

(practice book)

• From our

new KS2

reading area

on the

labelled,

banded

shelves

‘Love of Reading’

book

From any of the

following:

• Shelves in the

new KS2

reading area

• School library

• Library

• Home

Every KS2 child

Banded books

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In the UK, Book Bands are used across different reading schemes to

indicate the reading level of each book.

Because Oxford Reading Tree was created before Book Bands were

established in the UK, you will see the Oxford Levels alongside the

newer Book Band colours on the back of each Oxford Reading

Tree book.

Banded books

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Banded books

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Banded books

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Banded books

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Banded books

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Banded books

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Banded books

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Banded books

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Banded books

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Research has also fairly well established that success in reading, especially for struggling readers,

requires students to read (Allington, 2005).

A review of studies on student reading reported that time engaged in reading is associated with reading achievement (Morgan, Mraz, Padak, &Rasinski, 2009).

One way to increase the sheer amount of reading done by students is to encourage reading at home. Home involvement has been found to be a key ingredient in student reading success (Fawcett, Padak, & Rasinski,2013).

A large-scale international study of reading achievement among second-grade students found that home involvement and amount of time spent reading at home were the top predictors of student success in reading (Postlethwaite & Ross, 1992).

Several reviews of research into the impact of parental involvement have been remarkably consistent in suggesting improvements in students’ overall learning (Jeynes, 2005) and literacy development (Senechal & Young, 2008).

Parental Involvement

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Parental Involvement

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Vocabulary

Parental Involvement

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What can and should your children read?

• Parental judgement

• Additional texts

• All children to experience success

Parental Involvement

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Reading at home with your child

• Expectation

• Routine

• Make space

• Hearing an expert

• Modelling being a reader

• No pressure

Parental Involvement

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Before Reading

• Make links to other books read with similar themes, the same

characters and/or similar authors/illustrators.

• If it is the first time your child has read the book, look at the

cover and title with them to predict what they think the book

might be about.

• Give them time to flick through the book and read the blurb.

Parental Involvement

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During Reading

•Encourage children to track the words with their finger or use a

reading ruler.

•Help the children to decode (read) the words and ask them

about the meaning of more challenging words.

•Ask children about the content of what they have read – who,

what, where, when, why, how?

•Discuss this vocabulary

Parental Involvement

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• Encourage a love of reading – use libraries, book shops and

online sellers (create wishlists)

• Encourage children to read… anything(!) and ideally a range of

genres and authors

• Read higher level texts aloud to children

• Use audio books.

• Read magazines and newspapers (First News, The Week Junior,

Phoenix comics)

Parental Involvement

• Use i-Pads and the internet (e.g. Newsround website, National

Geographic Kids)

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Reading Fluency

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Reading Fluency

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Reading Fluency

"Read it like you mean it!"

Fluency is the ability to read with Expression, Automatic word

recognition, Rhythm and phrasing and Smoothness (EARS).

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Reading Fluency

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Reading Fluency

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Reading Fluency

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Reading Fluency

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Reading Fluency