Reading  For  All  Workshop    

Wednesday  4th  September  2013  

Timetable  

 8.30-­‐‑8.45am:  Welcome  8.45-­‐‑9.15:  1st  Workshop  9.14-­‐‑9.45:  2nd  Workshop  9.45-­‐‑10.15:  3rd  Workshop  10.15-­‐‑10.45:  Coffee  break  10.45-­‐‑11.30:  Presentation  of  certificates    

In  this  session  we  are  going  to  look  at;  

The  foundations  of  reading  

Speaking  and  Listening  

Phonics  

Strategies  to  help  a  struggling  reader  

Resources  to  support  reading  

Successful reading demands both word level reading and the ability to comprehend what has been read.

Early reading starts with speaking and listening. This continues through the National Curriculum in all Key Stages. But this is the building blocks

started at home and continued into the Foundation Stage.

Speaking  and  Listening  •  This is the first experience children have with language – when they are babies adults/

parents talk, sing, and read to their children. This is continued in school and is the grounding for reading as they move up the school.

•  At a young age giving verbal directions to younger children, using short sentences and explaining clearly helps with this development. As they grow older, we increase the length of the directions using words that describe (for example, instead of saying, “Get the book,” you might say, “Please bring me your favorite storybook. It is on the desk in your room.”).

•  Asking children questions that require more than a “yes” or “no” answer is crucial. Some questions that help them to talk more openly are “Why do you think that happened?” “What do we do next?” “What would happen if we did it this way?” “What can we do about that?” “How can we make this better?” – this should continue to happen throughout their school life.

•  Teaching children songs and poems that are fun to sing and say (for example, songs like “Row, Row, Row Your Boat” and poems like “Wee Willie Winkie” or “Little Miss Muffet”) help children to see patterns in language and is the basis for rhyming.

•  It is also important to play games such as “Simon Says” that require talking, listening, following directions, and giving directions.

Developing  speaking  and  listening  further  at  home  

Reading Aloud •  Set aside a special time each day to read aloud to your

children. •  Reading a wide range of texts to children so that they

have experience of many, not just fiction. •  Reading stories to the children and have them tell the

stories back to you. •  Children can “read” from a picture book by making up

their own stories about the pictures.

Rose Recommendations •  More attention needs to be given to speaking and listening from

the outset. •  High quality, systematic phonic work should be taught

discretely and daily and in line with the definition of high quality phonic work as set out in the Rose report.

•  Phonics should be set within a broad and rich language curriculum that takes full account of developing the four interdependent strands of language.

•  For most children phonics teaching should start by the age of five, subject to the professional judgement of teachers and practitioners.

The Simple View of Reading

•  Word-level reading and language comprehension are both necessary to reading

•  Neither is sufficient on its own •  This is formalised in “The Simple View of Reading” •  Reading comprehension is a product of word

recognition and language comprehension

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Language comprehension

Phonics teaching play a key role in developing these early reading and word recognition skills.

Phonics is taught from Toddler through to Year 2. It is also taught at the beginning of Year 3 and

will continue if necessary.

What does it all mean? How will this help me to support reading at home

or in school?

Some definitions

Synthetic phonics ‘Synthetic phonics refers to an approach to the teaching of reading in which the phonemes [sounds] associated with particular graphemes [letters] are pronounced in isolation and blended together (synthesised). For example, children are taught to take a single-syllable word such as cat apart into its three letters, pronounce a phoneme for each letter in turn /k, æ, t/, and blend the phonemes together to form a word. Synthetic phonics for writing reverses the sequence: children are taught to say the word they wish to write, segment it into its phonemes and say them in turn, for example /d, ɔ, g/, and write a grapheme for each phoneme in turn to produce the written word, dog.’

Some definitions

A phoneme is the smallest unit of sound in a word. C-u-p c-a-t d-o-g

Count the phonemes

•  How many phonemes can you count in the following words?

•  Mask •  Car •  Jumper •  Language •  Communication •  Success

Some definitions

Grapheme Letter(s) representing a phoneme t ai igh

Some definitions

Blending Recognising the letter sounds in a written word, for example c-u-p, and merging or synthesising them in the order in which they are written to pronounce the word ‘cup’.

Some definitions

Oral blending

Hearing a series of spoken sounds and merging them together to make a spoken word – no text is used.

For example, when a teacher calls out ‘b-u-s’, the children say ‘bus’.

This skill is usually taught before blending and reading printed words.

Some definitions

Segmenting Identifying the individual sounds in a spoken word (e.g. h-i-m) and writing down or manipulating letters for each sound to form the word ‘him’.

Some definitions

Digraph Two letters, which make one sound A consonant digraph contains two

consonants sh ck th ll

A vowel digraph contains at least one vowel

ai ee ar oy

Some definitions

Trigraph Three letters, which make one

sound igh dge

Some definitions

Split digraph

A digraph in which the two letters are not adjacent (e.g. make).

A basic principle

The same phoneme can be represented in more than one way: burn

first term heard work

The same phoneme can be represented in more than one way

a a-e ai ay ey eigh e e-e ea ee y i i-e ie igh y o o-e oa oe ow u u-e ue oo ew oo u oul ow ou ough oi oy ar a or aw ore a ough air are ear eer ear

Certain representations of a phoneme are more likely in

initial, medial and final position in monosyllabic words.

Reducing uncertainty

1.  The best bets for representing /ae/ at the beginning and in the middle of a word are a-e and ai.

2.  The best bet for representing /ae/ at the end of a word is ay.

High frequency words

•  The majority of high frequency words are phonically regular.

•  Some exceptions – for example the and was – should be directly taught.

Reading  Strategies  

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6. Does it look right?Does it moke sense?Does it sound right?

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Independent  Reading  Strategies  

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If  a  child  is  struggling  to  read  Ask the teacher how much of the book each child should read to you, as this will depend on both the child and the book. Some teachers may suggest a length of time per child. Help the child to use the pictures. Ask the child what the book is about. If the child gets “stuck” on a word: ask “what sound does the word begin with ? What is the next sound? Can you put them together?” read to the end of the sentence and “guess” the missing word.

Never “sound” a sight word e.g. enough, when, this, one, with etc. Don’t allow the child to struggle for too long on an unknown word, tell them the word, to maintain the sense of the text. Get the child to predict what will happen next. Then read on to find out if they were correct. Talk about the story: the events and the characters. Only date and sign the child’s reading card, please do not write comments.

Reading  strategies  for  EAL  children  

•  Children need exposure to different languages at an early age, and as often as possible, in their native language and in English.

•  Children are exposed to different types of reading materials (books, magazines, newspapers, etc.) in their native language and in English.

•  Children to visit/experience places in the community that offer educational and cultural activities. Discuss with the children about what they are seeing

•  Share stories about your family, as well as stories and songs you liked to hear when you were a child in your native country/other cultures.

Why  is  supporting  reading  at  home  important?    

•  Over the years, research has demonstrated that if parents read to their children, have books in the home, and hear their children read, children’s reading standards improve (National Literacy Trust)

•  More specifically parents who read to their children before they enter school give their children a boost toward reading success. Talking to children about the books and stories read to them also supports reading achievement ("Developing Engaged Readers in School and Home Communities," Lawrence Erlbaum Associates, Rahway, NJ, 1996)

Activities  for  encouraging  reading  at  home  •  Label things in your children's room as they learn to

name them. Have fun while they learn that written words are connected to everyday things

•  Listen to a book on tape and turn the book's pages with your children

•  The next time you cook with your children, read the recipe with them. Give them an opportunity to follow directions to create a gourmet delight.

•  On car trips, make it a game to point out and read license plates, billboards, and interesting road signs