Paired Reading
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1.
2.
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Plan to take paired reading a
stage further. Two main ways
Comprehension
Teaching strategies to read
unfamiliar words.
Feedback
Questions
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Possible problems
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Level of difficulty – Too easy/ too hard
Loss of interest – importance of the choice of book
- Shouldn’t replace a favourite activity
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Attention
- Child or parent
- tiredness
- Get child to point to words
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Time/ place
-No easy solutions – what works for you.
-Done regularly rather than one long blitz.
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How do we read? Backward Text
ehT .srehto eht fo ngis on llits saw erehT
.pmac eht dehcaorppa yeht sa deppots dah gnignis
yeht ,nehT . nees eb ot eno on saw ereht woN
taerg a sexob eht fo eno fo pot eht no was
tuB .derbhguoroht on saw tl .god etihw
tsop sti ot kcuts dah ti
deraeppasid dah yehT .step rehto eht ekilnu –
yeht woN .nageb tsrif elbuort eht nehw
.deppart erew yehT .tops eht no erew
What skills were you using?
Reading on?
Sounding out?
Did you understand it? Going back to the beginning of the sentence?
Were you better on your second reading?
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How do we read?
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LOOK - we can use pictures for cues - Football
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SOUND out smaller words - c-a-t
sl
bl
sh
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BREAK up longer words – car pet
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FIND little words inside bigger words – shout
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GUESS a word that makes sense – “I ------ to the
shop.”
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What does this mean?
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Text says – “I walked to the shop”
Child reads – “I washed to the shop”
This shows the child is using the beginning
sound and the “ed” ending but their guessing
using the sentence or context needs to be
improved.
The question “Does that make sense?” can be
used here.
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The importance of asking questions?
The Gribble and the Dorigg
The Gribble strigged the blue-black Dorigg into a
drewish set of taygon. Shaking off the taygon the Dorigg
frassed the Gribble with its mighty blawk.
In the end both the Gribble with its croving strigger and
the blue black Dorigg were exhausted by the effort of it
all. They embraced and agreed that it had been a good
crimble.
1.
2.
3.
4.
What colour was the Dorigg? - Blue/ black
What word did the writer use to describe the Dorigg’s
strigger? - croving
How did they both feel at the end of it all? - Exhausted
and they agreed it had been a good crimble
What did they do to make you think that they finished as
friends? - They embraced
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How can I ask the right type of questions?
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A question checks that the reader understands the
story being read.
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Questions can be straight forward Who? What?
Where? Questions.
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More challenging questions can be introduced
which ask opinions e.g. How would you feel?
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Remember – It is important to start with the
easier questions and build it up gradually. The
children need to be able to use the text to support
their answers in the early stages.
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Different types of questions.
QUESTIONS TIME
Easier
Questions
Recall of story
Noting details
SOME EXAMPLES OF QUESTIONS
Before you continue reading the story, ask the
reader to tell you what has happened so far?
Who was involved? What happened? Why
did it happen?
Occasionally check the meanings of words.
Word Meanings
Getting
Harder
Predicting
Outcomes
What will happen next?
- Give some “alternatives” yourself at first,
asking reader to choose one.
Then read on to see if you were correct
Very hard
Questions
Opinions of the story
How would the reader feel, if he were in the
same situation as the main character?
Was the story interesting/funny/sad?
What made it so for the reader?
Catching the main
What is the main story about? If it is an
adventure story what is the main theme,
skydiving, rock climbing etc?
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An example of good questioning.
A Very Special Day.
Abbie lives at the corner shop in Park Street.
One Friday she set off to school with a spring in
her step with a little gold box in her hand.
Abbie couldn’t wait to show the box to her class
teacher Mrs. Williamson.
1. Where does Abbie live?
2. What did Abbie bring to school?
3. What do you think was in the little gold box?
4. How was Abbie feeling on her way to school?
5. Have you ever felt like this when you have brought
something in to school?
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PARENTS CHECKLIST
Are you and your child reading together?
- Are you adjusting to the pace of your child?
- Does your child attempt every word?
- Do you allow child enough time?
1.
Does your child remember to signal/ squeeze?
- Do you respond to child’s signal?
- Is your child praised for this promptly?
- Are you ignoring minor errors as suggested?
- Does reading together begin again when child gets
stuck?
- Are you giving frequent praise?
2.
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REMEMBER THE TEN STEPS TO PAIRED
READING
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READING TOGETHER
1.
Child CHOOSES reading material with parents help.
2.
Parent and child find QUIET and COMFORTABLE place where
they can read together undisturbed for about 10 minutes each
evening.
3.
Parent and child DISCUSS pictures and story.
4.
Child and parent READ ALOUD together at child’s pace.
5.
If child MIS-READS or STUMBLES over a word parent offers
HELP as follows
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Rescue Routine
1) Parent POINTS to word and WAITS
five seconds.
 2)
Parent keeps POINTING and READS
WORD correctly.
 3)
Child SAYS the word correctly and
parent PRAISES child.
 4)
Parent and child CONTINUE
READING ALOUD together.
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READING ALONE
6. While parent and child are reading aloud together, child may
feel confident enough to wish to READ ALONE.
7. Child NUDGES (gives signal to) parent who praises child for
signalling and now FOLLOWS text SILENTLY
8. Child continues to read ALOUD, ALONE, increasing span of
correct reading and self-correcting when necessary.
9. Parent PRAISES child.
10. If the child MIS-READS or STUMBLES over a word both
parent and child RETURN to STEP 5 and follow the RESCUE
ROUTINE and continue to READ ALOUD TOGETHER
following subsequent steps.
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Thanks for your time – we look forward to
seeing you at the Paired Reading Assembly
for the presentation of the certificates.
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