Reading Workshop Years 1&2

St John Vianney School2nd October 2014

Children learn to recognise the front and back of a book, and how to turn one page at a time.

They learn that the print runs from left to right. They may begin to point at words as you read. They may retell the story in their own words

using the picture clues. They learn about different types of books.

Developing early reading skills

Progression of learning:◦ Understanding the concept of wordsIn Nursery and Reception children begin to

identify their own name in print on labels, book bags etc………

◦ Alphabetic AwarenessIn the foundation stage children are taught that

letters make a particular sound .◦ Phonemic Awareness (phoneme means sound)In the very early stages of reading children will

begin to sound out the first letter of unknown words, and use them as clues.

Learning in Steps

At the most basic level, readers recognise that letters represent the sounds of spoken words. As children master each letter of the alphabet, they map these letters to the sounds they represent, a process that enables them to begin to decipher whole words.

By breaking up words into their sounds, called phonemes, and sequencing the individual sounds in their proper order, children can sound out words. For example, the word "bag" is made up of three phonemes, "buh," "aah," and "guh."

With time and practice, decoding becomes automatic for the normally progressing reader.

(It is important to remember that all children progress at different rates.)

Decoding

The English Language is Difficult!

Short Vowels

A

E

I

O

U

Long A

a__e

ai

___ay

a

eigh

Long E

e

ea

ee

e___e

___y

Long I

i

i___e

ie

igh

___y

/oi/

oi

Oy

/OO/

oo

ew

ue

ou

Long U

u

u__e

Long O

o

o___e

oo

ow

◦ Word RecognitionAs children are exposed to more words, they begin

to recognise whole words without having to sound out individual letters.

◦ FluencyChildren start to read whole sentences, and begin

to develop an awareness of punctuation.◦ ComprehensionChildren read for meaning and understanding, they

will self correct if they make a mistake, and use the context to help work out an unfamiliar words. They can answer questions about what they have read, and demonstrate a good understanding of the text.

Learning in steps continued:

◦Monitoring whether a story or sentence makes sense.

◦Decoding skills.◦Comprehension skills ◦Searching for cues from context◦Rereading when unclear◦Self-correction

What makes a good reader?

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Do you comprehend?

I can decode and read the words,

but what does it all mean?

What would help me to understand

this?

Students! Students! Please stop skapling and listen to me. Class has begun.

What does skapling probably mean? A) sleeping B) talking C) working D) typing

Can you use the context to make sense of the word?

Hurricanes and tornadoes are tragable. Only a very foolish person would go out during that kind of weather.

What does tragable probably mean? A) exciting B) dangerous C) delirious D) safe

What’s the word?

What do you think will happen next? Why do you think he/she feels like that? Do you know what that word means? What was your favourite part of the story? Can you

explain why? Where is this story set? Why do you think the author wrote that in bold? What have you learnt from this book? If you were to ask that character a question, what

would it be? Who is........../ Why are they........../What if they........?

Questions to ask to help develop good comprehension skills:

Reading with your child is vital. Research shows that it's the single most important thing you can do to help your child's education. It's best to read little and often, so try to put aside some time for it every day.

Think of ways to make reading fun - you want your child to learn how pleasurable books can be. If you're both enjoying talking about the content of a particular page, linger over it for as long as you like.

Books aren't just about reading the words on the page, they can also present new ideas and topics for you and your child to discuss.

How can I support my child at home?

Re-read your child's favourite stories as many times as your child wants to hear them, and choose books and authors that your child enjoys.

Read stories that have repetitive parts and encourage your child to join in.

Point to words as you read them. This will help your child make a connection between the words he or she hears you say and the words on the page.

Read all kinds of material – stories, poems, information books, magazine and newspaper articles, and comics.

Take your child to the library and look at interactive CD-ROMs and the Internet, as well as books.

Buy dual-language books if English isn’t your family’s first language - you can talk about books and stories, and develop a love for them, in any language.

Look for books on topics that you know your child is interested in - maybe dragons, insects, cookery or a certain sport.

Be a good role model, your child needs to see you reading too.