Penketh Community Primary School
Reading Meeting For
Parents
Monday 11th January 2016
6pm
Our Aims for Reading at our school …
and beyond
Lifelong love of reading, whether for learning or leisure.
Skills to access any materials throughout school and beyond
Desire to use texts to discover more.
Encourage to look beyond the text, see text as a tool, use text
as a springboard for their own writing.
Enjoy reading.
Read challenging materials.
The Power of Reading
Creating a love of reading in children is potentially one
of the most powerful ways of improving academic
standards in school.
There can be few better ways to improve pupils chances
in school, or beyond in the wider world than to enable
them to become truly independent readers.
Why Read?
Success in reading is fundamental to success in school.
Reading is all about acquiring meaning; for enjoyment,
information and understanding.
It is not a performance.
It is not a test.
Every time you finish a book - do you always choose a
harder one next time?
Reading requires two skills
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.
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.
If a child understands what they
hear, they will understand the
same information when they read.
Good at Reading?
An extract taken from a computer manual
According to the previous ATA/IDE hard drive transfer
protocol, the signalling way to send data was in synchronous
strobe mode by using the rising edge of the strobe signal. The
faster strobe rate increases EMI, which cannot be eliminated
by the standard 40-pin cable used by ATA and ultra ATA.
Word recognition?
Knowledge of language used?
Understanding?
Which skills do our children have?
What does the National Curriculum say?
The programmes of study for reading at key stages 1 and 2 consist of
two dimensions:
word reading
comprehension (both listening and reading).
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 widely and often
increases pupils’ vocabulary because they encounter words they would rarely hear or use in
everyday speech. 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.
Reading at Penketh
Individual reading books
Group reading
Shared reading
Guided reading
Paired reading
Home reading
Reading across the curriculum
The use of ICT
Reading for a purpose
The hearing of reading is NOT the teaching of reading
Becoming Readers and Writers
Before children can learn to read and write they need to
develop their understanding of the English language. For
all of us this happens through talk.
Through talk we learn new vocabulary and the
knowledge of how to structure sentences.
In school we encourage the children to talk in a
variety of situations.
Reading
In Key Stage One we learn how to use a book. We then use
our sound knowledge to begin to read words. As their
confidence grows we work on the children’s fluency and
comprehension skills.
In Key Stage Two we develop these skills further by
focusing on the language of texts. We look for hidden
meanings and discuss the vocabulary choices.
The Reading Process
Book browsing and sharing stories.
Telling their own stories and making their own books.
Once they are ready the children will use their sounds knowledge to
build and read simple words.
This will develop as the children begin to recall familiar and common
words.
Understand and discuss what they are reading.
Sharing texts together.
Read with intonation by reading aloud.
Understand what they are reading
Recognise the content which is not necessarily written down in the text.
Scaffolding Reading
Guided Reading
Guided Reading is a teaching technique teachers use to support children
with reading.
• It involves an adult working with a small group of students who
demonstrate similar reading behaviours and can all read similar
levels of texts.
• It is a strategy that supports students to discover the meaning of
a text for themselves.
• Encourages use of problem-solving strategies to figure out words
they don’t know, deal with difficult sentence structure, and
understand concepts or ideas they have never before encountered
in print.
Guided Reading Structure
Each Year Group structures the sessions slightly differently, depending on the needs of the children, the
requirements for the year group and the focuses that are identified.
They will all include:
Guided reading session with an adult, which focuses on a specific assessment criteria within a section of the book.
Independent reading session: this will enable the children to work on the text independently between the sessions
with the teacher. Children have questions to answer, or have features to look for within the text.
Comprehension: this requires the children to read and answer independently, using the skills that have already been
focused on.
They may include:
SPaG: questions which may be related to the text. Eg. The use of complex sentences within the text; the use of
similes or alliteration.
Spelling:The identification of phonics or spelling patterns within texts. Investigation of how spellings are built or
the meanings. Eg. The use of prefixes and suffixes.
Other responses to books: eg Book Reviews, use of the library or e-books, research activities, devising questions
about a text using specific criteria.
Closed Questions v Open Questions
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Do you like this book?
Do you like this character?
It’s a good story isn’t it?
Do you like reading?
Are you good at reading?
Do you like this kind of story?
Change these questions so that
the answers cannot be yes or no.
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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?
KS1 Reading Assessments: the outline
What’s being assessed?
Type of questions
§ Range of texts
§ Inferences and prediction
§ Vocabulary for understanding
§ Sequence of events
§ Organisation of information
§ Key aspects of texts
§ Language for effect
§ Multiple choice
§ Ranking/ordering
§ Matching
§ Labelling
Short response
§ Find and copy
§ Short response
Extended response
§ Open-ended
There will be a variety of question types:
Multiple choice
Ranking/ordering, e.g. ‘Number the events below to show in which order they happened in the story’
Matching, e.g. ‘Match the character to the job that they do in the story’
Labelling, e.g. ‘Label the text to show the title’
Find and copy, e.g. ‘Find and copy one word that shows what the weather was like in the story’
Short answer, e.g. ‘What does the bear eat?’
Open-ended answer, e.g. ‘Why did Lucy write the letter to her grandmother? Give two reasons’
KS1 Reading Assessment 2016
The new reading test for Year 2 pupils will involve two separate papers:
Paper 1 consists of a selection of texts totalling 400 to 700 words, with questions
interspersed
Paper 2 comprises a reading booklet of a selection of passages totalling 800 to 1100
words. Children will write their answers in a separate booklet
30 minutes each, but children will not be strictly timed.
The texts in the reading papers will cover a range of fiction, non-fiction and poetry,
and will get progressively more difficult towards the end of the test. Teachers will
have the option to stop the test at any point that they feel is appropriate for a
particular child.
KS2 Reading Assessment 2016
The format of these will be the same as in previous years, although the raw score, scaled score and
final outcomes have yet to be determined. The National Standard will be a scaled score of 100.
The texts in the Assessment are from a range and could include fiction, non-fiction, poetry, data,
charts and tables. Pupils are expected to use a variety of skills to:
Retrieve information, interpret tables, charts and graphs, comment on the characters, the plot, the
language used by the authors and give opinions, make predictions, compare themes and ideas using
parts of the texts as evidence.
KS2 Reading Assessments: the outline
What’s being assessed?
Types of Questions
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§
§
§
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§ Multiple choice
§ Ranking/ordering
§ Matching
§ Labelling
Short constructed response
§ Find and copy
§ Short response
Extended response
§ Open-ended: How..?
§ Explain…
Range of texts
Themes and conventions
Making inferences
Comprehension
Organisation of information
Key aspects of texts
Language for effect
Our Aims for Reading at our school …
and beyond
Lifelong love of reading, whether for learning or leisure.
Skills to access any materials throughout school and beyond
Desire to use texts to discover more.
Encourage to look beyond the text, see text as a tool, use text
as a springboard for their own writing.
Enjoy reading.
Read challenging materials.
Helping to make Good Readers
Talk around the text
Ask questions
Offer your own ideas
Encourage
Support school reading
Be enthusiastic about any ‘Reading Challenges’
Read a range of things! (From newspapers to packaging!)
What can you do to help?
• Make books a part of your day
• Listen to your child everyday
• Make up your own stories together
•Use the prompt sheets to
ask meaningful questions
• Look for a range of books
and texts to share
•Ask your child about what they have
read.
• Be a role model – let your child see you
reading.
•Let your child see everyone in your house
read.
•Join and visit the
library.
•Have fun!