Reading Workshop for Parents
Thameside Primary School
What is Reading?
 making meaning of print
 more than just matching sounds to a letter
Can You Read This?
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‘Laciate ogni speranza voi che entrate’.
may read with practise - matching sounds
sounds do not make sense
no real reading taking place
Fluent Readers...
 ‘Lextexx xxx xox xxe oxxy xluxx xo uxxxown xoxxs.’
 competent readers draw upon a whole host of clues
when making meaning out of print
Could You Read It?
 ‘Lextexx xxx xox xxe oxxy xluxx xo uxxxown xoxxs’
 ‘Letters are not the only clues to unknown words
Reading the Environment
 not all reading is in
books
 surrounded by print
that communicates a
message
 alert your child to
uses of print in the
environment
 point out signs and
labels
Pre Reading Requisites
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must have a knowledge of language
pattern
rhyme and repetition
vocabulary
predictability
must have a knowledge of how books work
Three Aspects of Reading
 whole word
 prediction
 picture
 grammar
 story
 phonics
 beginner readers will be practising one or more of these
aspects until all three are used
Phonics
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Necessary – but not the only skill needed
20 minute sessions daily for youngest children
Sound sheets – practise at home
Short sounds ‘b’ not ‘buh’ ‘h’ not ‘huh’ etc
Phonics cont
 What is this word?
ghoti
ghoti
 fish
 ‘f’ as in rough ‘i’ as in women ‘sh’ as in station
Learning to Read at School
 1:1 reading sessions
 Literacy lessons
 shared text
 guided reading
 through whole curriculum
 hearing children is not teaching, but assessment of
where to go next
Reading at Thameside
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Personalised reading
Target cards
Books
Timetabled slots for every child at the early stages of
reading
What happens when?
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1:1 reading until level 2 (average for 7 year old)
Transition to guided reading
1:1 reading and guided reading
Guided reading (at least 4 times weekly)
1:1 reading session
 Warm up – sound sheet (phonics) or phrase cards
(high frequency words)
 Reminder of target
 Reminder of story so far
 Read to, read with, read independently
 Reminder of target and what to practise at home
Guided reading
Gives children depth to their understanding.
Book Talk
Independent
reading
Questioning
Target cards
 Now have target cards for every national curriculum
level up to level 4a (age 13)
 Remind child, teacher, other adults in school and
parent of which cueing system the child is currently
practising
 Should only have one or two targets at any one time
 From dark pink onwards target card used in guided
reading and may be kept in school
Target cards
 At the end of Foundation Stage (reception) –
average reader on dark blue/pink
 At the end of Key Stage 1 (Year 2) – average reader
on orange
 At the end of Key Stage 2 (Year 6) – average reader
on pale blue 2pale blue 2
Target cards cont
 Lower levels – red, yellow, white, dark blue, pink,
brown, green, grey - about one long term
 Levels – orange, black, beige – at least 2 long terms
 Higher levels – dark pink, pale blue – around 3 long
terms
Over to you…
 Any questions
 A chance to look at the resources