Transcript Becoming a Successful Reader

Becoming a Successful
Reader
Oldfield Primary School
February 2014
Outline of the session
• The reading curriculum
• Finding out about phonics
• The developing reader
• Supporting higher order reading skills
• Helping at home
• Reading at Oldfield: opportunities to review current practice and
resources.
Readers who …
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Are motivated
Confident
Independent
Enthusiastic
Curious and inquisitive
Able to express preferences and opinions
Empathise with others
Enjoy a range of material
The reading curriculum
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Phonics and the development of decoding skills
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Shared reading
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Guided reading- sharp focus on needs of a particular group
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Independent reading ( individual, paired) –developing range of choice and experience opportunities
to select own choice of texts- independence/motivation
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Stories- hearing books read aloud
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Home school partnership- family involvement in reading
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Intervention programmes: SEN support, ‘catch-up’ wave 2 programmes
Being a successful reader
Two main skills:
Phonics – decoding by blending the sounds in words to
read them
Language comprehension – understand what the word
means within the context it appears
Language development
and phonics working
together supports
reading development.
The Simple View of Reading
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Good word
recognition,
good language
comprehension
Word recognition
Good language
comprehension,
poor word
recognition
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Poor word
recognition,
poor language
comprehension
Good word
recognition,
poor language
comprehension
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Language comprehension
Beginner readers
• Phonics - main strategy supporting word recognition
• Teaches children to connect letters of the alphabet to the
sounds they make- blending them together from left to
right to make a word
• Supports children in identifying
those individual sounds ( phonemes) within words and
segment them for spelling
Phase 1
• Phase 1 is made up of 7 different areas:
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Environmental sounds
Instrumental sounds
Body percussion
Rhythm and rhyme
Alliteration (words that begin with the same sound)
Voice sounds
Oral blending and segmenting
Phonemes and graphemes
• 26 letters of alphabet
• These letters and combinations of these letters make 44 sounds
• Speech sounds- phonemes- the smallest units of sound in words
• Letters or groups of letters- graphemes
• Phonemes can be represented by graphemes of one, two or three
letters:
t
sh
igh
explore and experiment with
Phase 6
Preliminary work on general
sounds and fun phonics
Children firmly in Phase 3 by end
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Children firmly in Phase 5
Phase 5
• can use various ways of pronouncing and spelling the graphemes
corresponding to long vowel phonemes e.g. ay, ai, a-e play, pain
• can read phonically decodable two and three syllable words
• can spell complex words using phonically plausible attempts
Beginning Y2 continuing
into Y3
Phase 4
Phase 3
Phase 2
Phase 1
(7 Aspects)
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• can blend adjacent consonants in words and apply this when reading unfamiliar
texts
• can segment adjacent consonants e.g. spoon, cried, nest
• can read some polysyllabic words
• know one grapheme for each of 44 phonemes
• know the letter names
• hear and say sounds in order in which they occur in a word
• read and spell a wide range of CVC words using all letters and less frequent consonant
digraphs, double letters and some long vowel phonemes e.g. sheep, goat.
• read two-syllable words and captions
• know that words are constructed from phonemes and phonemes are represented by graphemes
• know small selection of common consonants and vowels, can blend for reading and segment for
spelling vc and cvc words e.g. pot, top, sat tap
show growing awareness and appreciation of rhyme, rhythm and alliteration
distinguish between different sounds in the environment and phonemes
explore and experiment with sounds and words, discriminating speech sounds in words
beginning to orally blend and segment phonemes
Phase 1 continued
by end of Y1
Awareness of rhyme and alliteration; distinguish between different environmental sounds and phonemes;
sounds and words
Colour codes
• apply phonics skills and knowledge to recognise and spell an
increasing number of complex words
• are secure with less common grapheme/phoneme
correspondence and recognise phonic irregularities
Blending
• Recognising the letter sounds in a written word,
for example
c-a-t
and synthesising or blending them in the order in
which they are written to pronounce the word
‘cat’
Not cuh-a-tuh
Segmenting
• ‘Chopping Up’ the word to s p e ll it out
• The opposite of blending
• Use your ‘ROBOT ARMS’
• www.mrthornedoesphonics
www.youtube.com/watch?v=5wGfNiweEkI
Meaning
• At the acquisition stage of learning to read, children use what they
know about the world they have grown up in to try to make what
they read make sense.
• They ask themselves:
“Does that make sense?”
Structure
• Children use what they have learned about talking to
try to make what they read sound like an English
sentence.
• They ask themselves,
“Does that sound right?”
Print or Visual Information
• Children do not always know a lot about how print works when they
come to school.
• They may be able to use a few letters or a word to ask themselves:
“Does that look right?
Some very simple prompts to help the child to check if he is using these sources
of information :
Does that make sense?
Does that sound right?
Does that look right?
Tricky words
 Words that do not decode phonetically
e.g. was, the, here
 Some are ‘tricky’ to start with but will become easier
to decode once a broader range of phonemes have
been learned
e.g. out
Some words need to be learned by sight e.g. one
Year 1 Phonics Screening Check
• designed to give teachers and parents information on
how the child is progressing in phonics
• two sections in this 40-word check and it will assess
phonics skills and knowledge learned through
Reception and Year 1. Takes 5-10 minutes per child
• It is a school-based check to make sure that the child
receives any additional support promptly- practice
time is given, it is not stressful for children.
Supporting developing readers- once children
are secure with early reading skills:
• Check for fluency and use of punctuation;
• Ask children to predict what unfamiliar words might mean- read the
whole sentence to put word in context;
• Talk about text layout especially in non- fiction texts;
• Record difficult words to practice again;
• Support children with inference and
deduction e.g. Why do you think that? How do you know?
• Ask children to summarise main points ;
• Begin to ask more questions on text linked to
character, setting etc
• Moving on from ...
Learning to read to reading to learn.
KS1 Assessment
Level 2 - Reading Comprehension
Fiction (story)
Non- Fiction (facts)
KS1 Assessment
Level 3 - Reading Comprehension
Fiction (story)
Non- Fiction (facts)
KS1 Assessment
Level 3 - Reading Comprehension
Higher Order Reading Skills
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read aloud for others and themselves
read closely when absorbing information
read thoughtfully when pondering over a challenging text
skim a text quickly to gain an overall impression
scan a section of a text to find a particular item of information
read imaginatively when visualising or recreating things or situations described
read responsively and actively when predicting the course of a narrative or an
argument, or following a set of instructions
read critically when assessing the force of an opinion or argument
read analytically when analysing the writer’s use of language
read appreciatively, recognising the writer’s skill in using ideas, techniques and
effects
read with an awareness of the writer’s viewpoint, distinguishing it from the
behaviour and attitudes of a character in a literary text
Helping at Home
Most important thing – From a very early age…
• Talking and Listening.
• Reading with and to your child
• Playing listening games
• Singing songs and rhymes
• Simple movement games
All these things will help to build up
connections in the brain, an enjoyment
of language and the confidence to try
things out.
Speaking and Listening:
How you can help
• Provide your child with lots of different opportunities to speak and
listen with others:
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Preparing meals
Tidying up
Putting shopping away
Getting ready to go out
• Switch off the TV, radio and mobile phones
• Show you are interested in their conversation
• Read stories
• Use puppets and toys
Reading for Pleasure
• Remember variety of reading: comics, picture books, magazines
linked to interests, computer research/activities, audio CDs as talking
books;
• Library resources and story sessions;
• Books as presents;
• Oral story-telling;
• Old favourites- are familiar, can be acted out, re-told, illustrated etc.
Any questions?