Transcript Key Stage 2 Reading Workshop quote

Key Stage 1 Reading Workshop
“A reader lives a thousand lives
before he dies, said Jojen. The man
who never reads lives only one.”
George R. R. Martin, A Dance With
Dragons
What’s new in the National Curriculum
• All pupils must be encouraged to read widely
across both fiction and non-fiction to develop
their knowledge of themselves and the world
in which they live, to establish an appreciation
and love of reading, and to gain knowledge
across the curriculum.
• Reading also feeds pupils’ imagination and
opens up a treasure-house of wonder and joy
for curious young minds.
• It is essential that, by the end of their primary
education, all pupils are able to read fluently,
and with confidence, in any subject in their
forthcoming secondary education.
Requirements for Year 1
• Children should use their phonic knowledge
and skills to decode words.
• They should read accurately by blending
sounds in unfamiliar words containing the
grapheme – phoneme correspondences they
have been taught.
• Children should read the common exception
words taught in Reception.
• Children are likely to meet a range of words
that they have not seen before and they may
not know the meaning of these words.
Teachers should explain the meaning and thus
develop children’s vocabulary.
• Children should be taught to read words with
suffixes (such as ing, ed and er) by being
helped to build on the root word that they
know already.
• They should read words with contractions
such as I’ll, and understand that the
apostrophe represents the omitted letter(s).
• Children should read aloud accurately books
that are consistent with their developing
phonic knowledge and that do not require
them to use other strategies to work out
words.
• They should re-read these books to build up
their fluency and confidence in word reading.
Year 1 - Comprehension
• Children should have the opportunity to listen
to and discuss a wide range of stories, poems
and non-fiction at a level beyond that which
they can read independently.
• They should become very familiar with key
stories, fairy tales and traditional tales,
retelling them and considering their particular
characteristics.
• They should recognise and join in with key
phrases.
• Children should learn to appreciate rhymes
and poems, and to recite some by heart.
• They should expand their knowledge of new
words and discuss their meaning.
• Children should check that the text makes
sense to them as they read and correct
inaccurate reading.
• They should make inferences on the basis of
what is said and done.
• They should predict what might happen on
the basis of what has been read so far.
• Children should explain clearly their
understanding of what is read to them.
Requirements for Year 2
• Children should continue to apply their phonic
skills as the route to decoding words until
automatic decoding has become embedded and
reading is fluent.
• They should recognise alternative sounds for
phonemes.
• When children are taught to read longer words,
they should be shown syllable boundaries and
how to read each syllable separately before they
combine them to read the word.
• Children should read words containing common
suffixes.
• They should read most words quickly and
accurately, without overt sounding and blending,
when they have been frequently encountered.
• Children who are still at the early stages of
learning to read should have ample practice in
reading books closely matched to their phonic
knowledge. As soon as the decoding of most
regular words and common exception words is
embedded fully, children can access a wider
range of books.
Year 2 - Comprehension
• Children should listen to, discuss and express
opinions about a wide range of contempory
and classic poetry, stories and non-fiction at a
level beyond that which they can read
independently.
• They should discuss the sequence of events in
books and how items of information are
related.
• They should recognise simple recurring
literary language in stories and poetry.
• Children should continue to build up a
repertoire of poems learnt off by heart,
appreciating these and reciting some, with
appropriate intonation to make the meaning
clear.
• They should monitor what they read, checking
that the word they have decoded fits in with
what else they have read and makes sense in
the context of what they already know about
the topic.
• Children should learn about cause and effect
in both fiction and non-fiction. For example,
what has prompted a character’s behaviour in
a story.
• Deliberate steps should be taken to increase
children’s vocabulary and their awareness of
grammar so that they continue to understand
the differences between spoken and written
language.
Recall Questions
• Where does the story take place?
• What did a particular character look like?
• Who are the key characters in the story?
Comprehension Questions
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Describe this character.
What do you think is happening here?
What might this word mean? E.g. proudly.
Which words tell you that the setting is
spooky?
A Level 1 Reader
• Will talk about the main events in a story.
• Use information from the text to predict
events and discuss character traits.
• Understand the way non-fiction texts are
organised and uses this when reading.
• Understands the sequence of a story.
A Level 2 Reader
• Identifies key themes and discusses reasons for
events in stories.
• Makes confident inferences/predictions based on
their wider reading experience.
• Offers their own suggestions why a non-fiction
text has certain organisational features, e.g. use
of bold text.
• Can discuss the effect of a specific word on the
meaning in the text, e.g. to create a spooky
atmosphere.
A Level 3 Reader
• Can skim and scan to locate information.
• Justifies their opinions and predictions based
on their knowledge of the text.
• Identifies the language used to create moods
and build up tension.
• Begin to identify subtle messages in a text.
• Can consider and comment on the effect of
the reader on the main features of fiction and
non-fiction texts.
Reading for Pleasure
• The ethos of the new requirements is reading for
pleasure, at home and at school. Research has
shown that children who read for pleasure have:
• Increased literacy skills
• Better life chances
• Better health
• Increased social mobility
• Increased self-confidence
• Higher earning potential!
Choosing Books
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Book bands.
Reading to an adult at home.
Story time.
Reading is not just about the traditional book.
Library.
Book Recommendations
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Booktrust website
Waterstones
The Guardian
Goodreads.com
Your local library
• Feel free to browse the books on display and
ask questions.
Thank you for coming!
“If one cannot enjoy reading a book over and
over again, there is no use to reading at all.”
Oscar Fingal Wilde