Transcript Reading Powerpoint 2

Aims of session
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Making reading fun
Early reading
Developing reading
Fluent reading
Reading at school
Making reading fun!
• Special time/enjoyment
• Quality not quantity
• Reading is all around
Early Reading
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Sharing a story
Read it to them first
Talk about the book
Look at the pictures
Tell them words if they are tricky
Not all words are phonetic!
Model sounding out so they can hear
it
Phonic terminology:
some definitions
A phoneme is the smallest unit of sound in a
word. How many phonemes can you hear in this
word?
cat?
c–a–t
There are 43 phonemes in the English language!
Blending is recognising the letter sounds in a
written word, for example c-u-p, and merging
or them in the order in which they are
written to pronounce the word ‘cup’
Sound it out
f u n
ch ur ch
s igh t
Sorting Sounds Activity
Two or three sounds?
Pig ship boy day
car fill whizz
chick
Sounding out words helps us with our spelling as well.
1. Count the sounds you can hear in a word.
2. Write the word in a phoneme frame.
Developing Reading
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Use picture cues
Encourage sounding out first
Practise high frequency words
Think about what word would fit the
sentence
• Sound out and blend, model
• Nothing wrong with predicting
• Model reading like a reader
Helping your child read
1. Let your child hold the book and turn the pages.
2. If your child makes a mistake let them get to the end of the sentence
before saying anything. See if they can correct themselves.
3. If your child gets stuck give them time to think before helping. Tell them to
try:
- look carefully at the letters in the word
- Say the sounds and read the word (not all words can be sounded out )
- Think what word would make sense
- Encourage your child to read the sentence again and have another go
4.If your child cannot work out the word then tell them. Don’t let them
struggle.
5. Praise your child, say what was good ’well done you knew it did not make
sense and you went back and put it right’ or ‘I like the way you read that
with good expression and used the full stops to help you’.
6. If your child has difficulties prompt with one of the following questions:
-Does that make sense?
-what would make sense?
-What is happening?
-Check the letters
-Does that word look right?
Remember: Reading the same book several times will help your child read
fluently with pleasure.
If your child is reading slowly, read the book together so that they feel they can read
fluently.
Fluent Reading
• They still need to be listened to
• Read to the end of sentence then go
back
• Reread to make sense
• Be aware of the punctuation
• Looking for words within words
• Break into syllables
• Model expression!
Before reading:
•Tell your child the title of the book, pointing to the words
•What can you see on the front cover?
•What do you think the book is going to be about?
•Who is in the story?
•Why do you think that?
During reading- do not ask too many questions while reading
•What do you thinking is happening here?
•What might this mean?
•What do you think will happen on the next page?
After Reading
•Which was your favourite part of the book?
•Where does the story take place?
•Do you know another story like this?
•What would you have done?
•Are there any words that tell you what the character is like?
Reading at school
• Reading is a combination of individual
and guided
• Reading Record Books/signing book
• Reading all the time
• Our photos!!!!!!!!!!!
.Working with a small group
.Teaching strategies
.Model and practise
.Comprehension of story
.Learning from each other
Sometimes after guided reading we might do some written activities:
We might spell some of the words from the story on a whiteboard
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2.
Mop
say the word
Mmmmooooop stretch it out and listen to the sounds
3. Say the sounds on your fingers
4. Write the sounds
5. Check it! Say the sounds and read the
Word
m o p
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m
o
p
High frequency word games
We teach children to recognise words on sight:
• To make them more fluent when they read.
• They cannot sound out every word.
•To improve their reading confidence.
•To prevent them from losing interest
•To prevent the book from losing meaning as it requires lots of decoding
Game to help:
•Small cards with words your child is learning written on them. Turn cards
face down and match pairs that say the same.
•Post box-Using a box with a slit post sight words in when they can read.
Have a competition each day to see if they can recognise more words. Make
it fun
•Beat the clock-Ask your child to write a target word. Let them write the word
in the air and learn it. When the word is correct ask your child to see how
many times they can write it in one minute.
•Rocket game-Draw a rocket track. Child picks up a word and reads it. If its
correct they move their counter up the rocket till they blast off.
Sentence Work:
Choose a sentence from the story and write it down.
Cut up the sentence
Place the words in front of your child and let your child put
the sentence back together
Do not help your child or interrupt
When they have finished ask your child to read the sentence back to you.
Correct errors and reread sentence
Child can then close their eyes while you take a word away and close the
gap.
Tell your child to reread sentence and tell you which word is
missing.
Put word back and reread.
Rereading is a good strategy that children use when their reading does not
make sense.
A more able reader could add more exciting words to the sentence to make it
interesting.
Thank you for coming!