Readingwith your child How best to support your child inbecoming a independent and confident reader
Today’s session...•To share ways of helping children toenjoy texts and become confidentreaders•To provide prompts for developing basic reading skills• A chance to discuss with othersabout reading with your child athome
Introducing the text•Discuss the title.•Discuss the pictures.•Ask children to point out anything interesting in the pictures andtalk about what might be happening at that point in the story.•What do you think is going to happen in the story?•Has this ever happened to you?•What do you already know about.....?•Introduce new or difficult vocabulary before you start reading.•NOW the child is ready to read.
Sources of information children use to decode• Children learn to read in many different ways, using many different sources of information• Pictures• Phonics-letter/sound knowledge• Quick recognition of sight words• Visual-the way the word looks• Meaning-predicting words through context• Grammar-predicting words using sentence structure
Sources of information children use to decodePICTURES are an important source of information•Pictures in a text are hugely important in enabling a child topredict text and should be used together with a secondsource of information e.g. at the emergent level we mayprompt by saying “Get your mouth ready to say the first letterand check the picture for a clue.” At a slightly higher level,such as blue a prompt such as “find any small words in bigwords that you know and check the picture...”
Phonics• 44 phonemes/sounds in the English language• Phonemes put together to construct some simple words BUT NOT ALL!• 65% of all words are phonetically irregular.• Many letters combine to produce ‘new’ sounds eg -ch -th -sh -igh• Some sounds are represented by different graphemes e.g. m- ow d-ough r-oa-dSounding out is one way a child can decode an unknown word BUT it is not the only way.
Using phonics and/or visual prompts to support reading•Can you sound these letters together (e.g. c-a-t)• Robot speak!•Are there any parts/chunks of the word you can read? (e.g. st-art-ed started).•What sound do these letters together make? (e.g. n – ight night).• Does it look right, does it match the letter sounds in the word?
Using Meaning as a source of information• Meaning is paramount and is the only reason for reading!• Confidence in own spoken language enables a reader to predict text through their own knowledge and experience.• Understanding the text at every stage allows a reader to predict and make an informed attempt at an unknown word.• Having prior knowledge about the story promotes engagement with text and allows the reader to decode AND understand new vocabulary.
Using Meaning to support reading• Talk about the text before reading to engage the child with the subject.• Introduce any subject specific vocabulary before reading.• Ask questions about the text at each stage to ensure the child UNDERSTANDS the words they are reading.• At unknown words, prompt by discussing the story and encourage children to think logically about the story e.g. Child reads: Dad is going to climb the sausages. - “Does that make sense? What does Dad have to do to sausages before he can eat them?”• Allow them to read on to have a go at fixing up their error
Using grammar or structure as a source of information to decodeGRAMMAR/STRUCTURE•Children have a inherent understanding of sentencestructure through spoken language.•They can predict whether a word fits in a sentence simply byusing this knowledge. E.g. Child reads: “Here came the rain!”This does not ‘sound right’ because it is the wrong tense.
Use grammar and structure prompts to support reading• Does that sound right?• Is that how we say it?• Can you say that another way?• What word could you fit in there so that the sentence will sound right?
Pause, Prompt, Praise Strategy Our responses depend on the nature of the error the child makes! When an error is made For Correct Reading Pause 1.Praise when a child reads a and give the child a sentence or page correctly chance to work it out 2. Praise when a child self- corrects If the mistake If the mistake If the child just 3. Praise when a child gets adoes not make does not sound word correct after a prompt stops reading sense right If the word is not correct after 2 prompts Calmly say ... Prompt with Prompt with questions about Prompt the child to “The word is _____.”questions about re-read or readthe meaning of structure on the story
Good readers...• Have good phonics knowledge.• Are able to instantly read high frequency words.• Question themselves while reading.• Cross-check one source of information with another.• Monitor their own reading and self- correct independently.
Our aim is for children to ...• use all 3 sources of information-meaning, structure, visual/phonics independently• monitor their own reading and self-correct independently• read with fluency, phrasing and expression• read with confidence and enjoyment• engage with the story• comprehend what they read ....• READ FOR MEANING
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