•Motivating readers
•Reading in school
•Reading at home
•Comprehension skills
The book holds the key…
• Books you liked as a child – build the
excitement…e.g. Robot
• Doesn’t always follow that they’ll like what
you like!
• Novelty books
Kick!
Pop up books
Holograms
• Lego books
• Rhyming books – Dr Seuss
Motivating readers
Motivating children
• Research – find out about different
authors
• Visit the library or book shop
• Listen to stories on tape/CD’s
• http://www.audible.co.uk/cat/535836031
• http://info.firstnews.co.uk/
• Share books and other forms of print
Motivating children
• If your child has a particular
interest, you could visit the
IBIS- the owner can always
recommend a good read
• Sharing picture books
• Sharing quality texts
http://www.oxfordowl.co.uk/EBooks/The_Little_Red_Hen/index.html
• E-books
Listening to stories
http://www.oup.com/oxed/primary/oxfordreadingtree/traditional_tales/support/
• Encourage your child to discuss the books
that they bring home
• Encourage your child to discuss favourite
authors and compare authors
• Praise your child for reading longer
books
• Ask your child for his/her opinion of
the book
• Play “Boggle” or other word games
• Practise “tricky” words and sounds as
often as possible
Helping children
learn to read
Early Reading Skills
In order to become good readers,
children need to:
- be read stories
- share books
- predict story from pictures
- learn that reading in English is from
left to write
- know the letter sounds (phonics)
How do children learn to
read?
• Pupils become successful readers by
learning to use a range of strategies
to get at the meaning of a text
• Recognising and understanding the
words on the page is no guarantee
that the text will be understood.
Letters and Sounds
•
•
•
•
•
•
•
10 – 15 minute daily session
Children grouped according to ability
Recognising sounds
Reading tricky words on sight
Blending for reading
Segmenting for spelling
Applying skills – reading or writing a
sentence
Using the new books to
support work in letters and
sounds.
ORT
Phonics
Pearson's Bug Club
Pearson's Bug Club
Strategies for Reading
The lion was
laying in the sun.
• Sound out the word
• Use pictures
• Miss the word, read to the end of the sentence,
go back and think what would make sense
• Check reading makes sense
It is well recognised that children vary in the ease with which they can decode.
They also vary in their listening comprehension, and consequently in their reading
comprehension. An effective reader has good word reading and good listening
comprehension skills, as shown in the upper right quadrant of the figure below.
Poor reading comprehension can occur with or without poor word reading, as
shown in both lower quadrants of the figure (see Nation, 2005).
Comprehension
Comprehension
• Children need to have a good
understanding of what they have
read.
• Ask questions about the text
• Find evidence in the text
• Discuss likes/dislikes
• Predict what might happen next
Blooms Taxonomy
Dr Bloom identified
that people learn
and operate with
multiple levels of
thinking
Knowledge
Recall questions
Where does the story take
place?
When did the story take place?
What did s/he/it look like?
Who was s/he/it?
Where did s/he/it live?
Who are the characters in the
book?
Where in the book would you
find…?
Comprehension
Simple comprehension questions
What do you think is happening
here?
What happened in the story?
What might this mean?
Through whose eyes is the story
told?
Which part of the story best
describes the setting?
What words and/or phrases do
this?
What part of the story do you like
best?
New books
Oxford Reading Tree
The Pearson
range have
additional
information
about the
author, or tips
on reading
the book or
ways to find
out more
about the
topic.
Category
Bloom’s Taxonomy: Thinking Process cues
1. Knowledge
(remembering
and retaining)
Say what you know, what you remember.
Key question and instruction stems: Describe…, Repeat…, Define…, Identify…, Tell who…,
When…, Which…, Where…, What….
Example: Whose porridge was too sweet?
2.
Comprehension
(interpreting and
understanding)
Describe in your own words; tell how you feel about it.
Key question and instruction stems: Say what it means…, Explain…, Compare…, Relate…
Example: Why did Goldilocks like little Bear’s bed best?
3. Application
(making use of)
How you can use it and where it leads you.
Key question and instruction stems: Apply what you know…, Use… to solve problems,
Demonstrate how you could…. How/What would…
Example: What would have happened if Goldilocks had come to your house?
4. Analysis
(taking apart)
The parts, the order, the reasons why.
Key question and instruction stems: What were the causes/ problems/effects/
consequences/solutions…, Which parts
Example:
Which parts could/could not be true?
5. Synthesis
(putting
together)
How it might be different.
Key question and instruction stems: How else…, What if…, Suppose…, Develop, Improve…,
Create in your own way…
Example:
Can you think of a different ending?
6. Evaluation
(judging and
assessing)
How you would judge it.
Key question and instruction stems: Does it succeed…? Will it work…? What would you
prefer…? Why would you think…?
Example:
What did you think of the story?
Was Goldilocks good or bad? Why?
Question- examples (hand-out)
•A finishing thought…
• Aoccdrnig to a rscheearch at an
Elingsh uinervtisy, it deosn't mttaer in
waht oredr the ltteers in a wrod are, the
olny iprmoetnt tihng is taht the frist and
lsat ltteer is at the rghit pclae. The rset
can be a toatl mses and you can sitll
raed it wouthit porbelm. Tihs is bcuseae
we do not raed ervey lteter by it slef but
the wrod as a wlohe.