Transcript Literacy Information Evening 2015

Literacy
• Reading
• Spelling
• Writing
Reading
• Creating a love of reading in children
is probably one of the most powerful
ways of improving children’s
academic achievements in school and
beyond.
Reading
• Reading is all about acquiring
meaning for enjoyment,
information and understanding.
Reading requires two skills
1.Phonics and Word Recognition
• The ability to recognise words presented in
and out of context.
• The ability to blend letter sounds (phonemes)
together to read words.
And………
2.Understanding
• The ability to understand the meaning of
the words and sentences in a text.
• The ability to understand the ideas,
information and themes in a text.
How we do it at CVIS
At the Beginning
• We start with rhymes, picture books and
lots of conversation, asking open ended
questions and encouraging the children
for their opinions about the characters,
settings etc. as well as discussing their
book choices.
How the book ‘works’
• How the book works:
• Where is the title on the page?
• Can you turn to the first page of the
story?
• Point to the first word
• What letter does it start with?
• Follow the words with your finger
Concepts of Print for
Parents
• https://youtu.be/Q2ebZX6yhrk
Starting to read letters and words
• Lots of word play/games
• Identifying letters, segmenting and
blending
• Look for patterns
• Look at words around us
Strategies for reading
unfamiliar words
• Sounding out
• Noticing what the word looks like and
whether it is similar looking to other
words in the text– cat, can, cap)
• Using rhymes in the text
• Read on past the unknown word to
the end of the sentence then go back
What to do if your child gets stuck
• Use picture cues. Look at the picture. Does it help?
• Use sounding out first. What sound does the word begin
with? Can you say the sounds in the word? Say the
sounds faster to blend them together.
• Read to the end of the sentence. What would make
sense?
• What is the text about – what might fit here?
• Does it sound right?
• Use their own experiences and opinions to convey
understanding
• How many times can you see this word on the
page?
• What letters are in the word? Are there any words
that look similar?
• What does that mean, how do you know?
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Comprehension support
Lots of discussion about what is read and
what is not ‘read’ (inferences)
Prediction
Open ended questions, (see next slide)
Video
Closed vs Open Questions!
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Do you like this book?
Do you like this character? •
It’s a good story isn’t it?
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Do you like reading?
Are you good at reading?
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Do you like this kind of story? •
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What do you like about this book?
What do you think of this
character?
Why do you think this is a good
story?
What’s great about reading?
Why are you a good reader?
What is it about these stories that
you like so much?
Change these questions so that the answers cannot be yes or no.
How the Banding Works
Band
Colour
Old NC Level
Pink
W
2
Red
W
3
Yellow
1 (C)
4
Blue
1 (C/B)
5
Green
1 (B)
6
Orange
1 (B/A)
7
Turquoise
1 (A)
8
Purple
2C
9
Gold
2B
10
White
2A
11
Lime
3
12
Extended
3
1
How you can help at home
• Using the targets on the book marks will
enable you to give focused guidance to
your children
• Read with your child daily
• Enjoy books/reading yourself
Targets
• During guided reading we have assessment focus
levels that we use to assess the reading process and
progress made.
• These levels have been transferred onto the
bookmarks so when you read at home you can
discuss the points we have been using in school.
eg. Pink Level PF Targets
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Pink Book Band ELG R9
PFs
To find the title words.
To open the book to start at the first page.
To turn the pages one at a time and know which page to
look at next.
• To match spoken word to what has been read.
Eg. Extended PF Targets
EXTENDED, AN EXAMPLE OF PART OF THE
BOOKMARK
• Read independently and establish meaning,
providing evidence from the text
• Discuss which vocabulary sets the scene and mood
• Understand inferences
Unique!
• Don’t compare, it may you make you and therefore your
child anxious.
• Not everyone will reach the extended reading band by
year two. As long as they have made adequate progress,
which they will have, there is something to celebrate.
• Your child is unique and will learn at their own pace.
Reluctant Readers
• If your child is reluctant to read, read the story to them,
maybe making mistakes to encourage engagement.
• Have lots of varied reading material available, including
comics, Kindles, library books, road signs, shopping.
• Sit and listen.
• Respect their choices.
• Enjoy spending time together looking at books, (develop a
love of books).
Spelling
• Jolly phonics – sounding out words to
spell them
• Sound patterns – for this terms
sound patterns KS1 – website
• Tricky words – word lists on the
website
How do we teach spelling
Rhymes
Look cover write check
In context, (using words in sentences)
Handwriting
• Pencil Grip – Snappy fingers and
froggy legs
• Forming letters correctly
Letter formation
Homework Guide
Thank You
Any Questions?