Learning to read/Reading to learn

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Learning to read/Reading to learn
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We all know that reading opens the door to all
learning

• A child who reads a lot will become a good
  reader
• A good reader will be able to read challenging
• material
• A child who reads challenging material is a child
  who
• will learn
• The more the child learns, the more the child
  wants
• to find out
• (Ruth Miskin 2007)

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Pause for thought

• Any child who cannot read can never access a
  broad curriculum

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• It is therefore vital that all children
• find learning to read and write a
• rewarding and successful experience

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• How do we teach reading at Stamfordham First
  School?

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• We use a variety of methods to teach reading as a
  discrete skill.
• Read, Write Inc. Phonics and later Spelling and
  Comprehension
• Listening to children read individually.
• Guided Reading.
• Shared reading, as a whole class or smaller
  group.
• Sending home scheme reading books and monitoring
  progress through the home/school reading records
  and diaries.
• Sending home Literacy homework when the children
  are in Key Stage 2.

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Read, Write, Inc.

• The Read, Write, Inc programme is for primary
  school children learning to read and write.
• It enables every child to become a confident and
  fluent reader at the first attempt.
• Every child who completes Read, Write, Inc.
  learns to read fluently and confidently

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So how does it work?

• It is systematic.
• It is lively.
• It is organised by an in-school manager.
• All staff are trained.
• The children read and write for an hour each day,
  grouped according to their reading level.
• Children do not struggle because the work is too
  difficult or get bored because the work is too
  easy.
• A few children will need extra support to
  maintain progress with a reading tutor for 10
  minutes a day to ensure that they do not fall
  behind

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Read, Write, Inc. Phonics

• Begins with discrete teaching of the individual
  sounds saying their pure forms (Fred talk), not
  with an additional ending which we as children
  were often taught, eg, ffff, not fuh, llll
  not luh, mmmm, not muh, rrrr not ruh.
• Once initial sounds have been learnt it is at
  this point that the letter names are taught.

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• Read, Write, Inc. Phonics then teaches blends in
  groups that say the same sound. Children learn
  to split words into graphemes and use Fred
  fingers, to identify the sounds.
• A grapheme is one letter or one group of letters
  used to write one sound eg the sound igh can be
  written with the grapheme igh (night) or i
  (knife) or ie (tie).

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• What happens next?
• When children reach Level 2a in Reading
  (approximately at the end of Year 2 at our
  school), the children go on to Read, Write, Inc.
  Spelling which continues to teach the more
  difficult blends and Red words and works
  alongside Read, Write, Inc. Comprehension.

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Read, Write, Inc. Comprehension

• Uses a variety of stimulating Fiction and
  Non-Fiction texts to extend the childrens
  reading skills and understanding.
• These include asking more difficult and probing
  questions about the characters, settings, plots
  or facts in the texts, finding evidence to
  substantiate their opinions or predicting story
  lines, character behaviour etc.

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Read, Write Inc Progress Results

• We have now been teaching RWI in its present
  form for over a year. Children have been
  assessed termly and results confirm that reading
  standards have improved so that children are now
  between 6 months and one year ahead of previous
  reading levels.
• As well as these fantastic results, childrens
  ability to understand more complex texts, whilst
  also tackling probing questions with confidence,
  has also improved significantly.

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• These are the foundations upon which
• all future successes in reading, writing,
• spelling, maths are built.
• Enjoyment/Quotes from the children.

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• Guided Reading
• What is it?

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Guided reading at SFS

• begins at the end of Reception or beginning of
  Year 1
• is a teaching strategy which allows staff to work
  very closely with groups of children in one or
  more aspects of reading which are linked to
  planned objectives
• is organised in ability groups
• is carried out in a quiet space
• is learning reading skills rather than practising
  reading
• takes place at regular intervals usual once a
  week per child

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The texts used

• are carefully chosen to challenge without
  discouraging
• can be read with 90 95 accuracy
• are a selection of fiction, poetry and
  non-fiction

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What does it look like?

• For children just beginning to read, it
  includes oral work on vocabulary and high
  frequency words. It also involves blending
  letter sounds to form simple words and children
  answering questions about the text.
• For more fluent readers, children read
  quietly to themselves, out loud or silently. They
  discuss and answer questions about the text by
  referring closely to it.

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Progress in guided reading

• Can he/she use a range of strategies to read and
  understand the text?
• Can he/she retrieve information from the text?
• Can he/she infer meaning from the text?
• Can he/she identify the organisation of the text?
• Can he/she explain the authors use of language?
• Can he/she comment on the authors purpose and
  view?
• Can he/she relate texts to their traditions?

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How can parents help?

• At Stamfordham First School we ask parents to
  read as often as possible with their child at
  home. To help with this, we send school scheme
  books home. This is made up of a variety of
  different schemes, although mainly Oxford Reading
  Tree, which are organised by colour coded level.

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How often is often?

• The more time you are able to spend reading at
  home, the quicker children will progress. In Key
  Stage 1 and 2 (5-9 years old) books are sent home
  at least three times a week.
• Please remember that it is vital that children
  read a breadth of texts within a level before
  being moved onto the next level. This will
  ensure that our children experience a wide
  variety of text types and genres.

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• Helping your child to become a successful
• and life-long reader.
• Your child needs support to sound out unfamiliar
  words
• Use pure sounds m not muh, s not suh,
  wherever possible and then blends such as ow
  for snow and also cow.
• Understanding/comprehending the text is also
  vital.
• Ask your child questions about the topic of a
  book before reading it.
• Ask them to guess what might happen next in a
  story.
• Ask them open-ended questions, not questions
  always answered with yes or no.

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• Ask who, what, when, where, why and
  how questions about a book eg ..
• How did .
• Why did .
• What does the word .. mean/imply about..
• Why did the author choose to
• How does this layout help to ..
• How has the choice of words created a feeling of
  
• Give two ways in which you know this is a modern
• story
• What if ..
• Which is your favourite character?
• After reading a book, ask your child to tell you
  what they remember about the story/text and what
  their favourite part of the book was.

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• Handouts
• Red word charts
• Spelling grapheme chart
• Questions parents can ask their children

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• Any questions?