Reading with
KS1 children
(The new English curriculum)
Reading at home
In order for children to be able to access all areas
of the curriculum, we would like parents to work
with us to encourage happy, fluent readers.
In KS1, our overall aim is to teach children the
process of reading and to understand the text. We
also encourage reading for pleasure, using a range
of genres.
We very much value the support parents are able to
give their children .
Why is reading so
important?
• an over riding aim must be to promote a life- long
love of books and reading( reading for pleasure);
• the ability to read fluently and with meaning
develops and enhances many skills including:
grammar, vocabulary, memory,
imagination, knowledge of the world,
attention span, self confidence,
understanding and interpreting, links to
other subjects including CC links
•
•
•
•
•
•
•
•
•
•
•
•
Reading at school
individual reading to teacher/TA or parent helper at least four
times a week
reading records are kept, reading targets given , children are
assessed regularly
whole class reading takes place within CC topics and lessons
phonics – 15 minutes daily- Letters and Sounds stage 5 and stage
6- Y1 Phonics test
New curriculum - assessment
A and O focus group
Y2- reading comprehension lessons in terms 3/4/5/6
favourite authors
class stories to encourage listening and enjoyment
book corners- fiction and non fiction books, magazines
research area/weekly library visit
story times
Reading assessment
( reading trail)
• assess reading for comprehension and accuracy;
• do you read at home?
• what strategies do you use if you are stuck on a
word?-phonics/segment/read around the word
• reading record;(fiction/non fiction)
• do you think you are a good reader?
• do you enjoy reading?
• do you have a favourite author?
• what type of books do you enjoy reading?
Important aspects to reading
Accuracy ( word recognition)
Involves decoding words by phonic and other
strategies to arrive at the correct
pronunciation
Comprehension
Involves the brain internalising decoded
words, ordering them into a meaningful
sequence and interpreting the grammar
involved to arrive at a meaning
Punctuation /expressive reading
What to do with your child at homeoverview
•
•
•
•
•
•
hear your child read every day- reading records
continue sharing books and look at books with your child
sometimes read to or with them(aids expressive reading);
discuss books and ask questions about the plot, character
success is the key – 95% accuracy;
positive approach – enjoyable experience- 10 minutes- if
they don’t want to read then do something related
• to become good readers and to read with understanding
children need to develop some higher order skills in KS1
How to help
• read the next few pages in their book
( between 4-8 pages);
• for beginner readers remind them to travel their finger
under the words;
• use phonemes to segment the words( remember to blend
the word back together)- make a note of phonemes unsure
of
• pick out words – ask what the word is – what does it mean?homophones( same word- different spelling and meaning)
• if a new book -discuss the title of the new book and then
hear the first few pages of the book;
• ask questions about the book – encourage the skill of
‘reading between the lines’
• slow them down-if they read too fast they will keep
stumbling and not understand the text- be fussy with
accuracy
Tricky or unfamiliar
words
•
help with unfamiliar words asking child to ‘sound out’ words using
phonics and phoneme fingers;
•
if phonics don’t apply tell them the word
•
ask the child to blend the phonemes in the word eg: h e l p
•
cover up part of the word eg:
•
can child self correct by reading around the unknown word?
•
is there a spelling rule they can apply? e.g. magic ‘e’ (gate)
king
f ee t
r ai n b oi l ;
look(ed)
seal(s)
Tricky or unfamiliar
words
• can they use picture cues to help them?
• ask them to have a good guess when they have read the rest
of the sentence?
• if they are really struggling and to keep the flow going, tell
them the word and ask them to repeat it within the
sentence- ( write the word down and ask them the next
day).Names are often tricky
• challenging sentences: you read the sentence , then ask
child to read it with you, then read it on their own.
Tips to help
• a slow steady reader is better than a fast inaccurate one
• flash cards for key words
• remember to blend the words back together once
segmented
• parallel schemes for readers who need a boost- phonemes
need to be known ( St 7,8,9,0RT)
• do not rush your child each night to read a book- they will
not have the comprehension and will become inaccurate. As
the books get harder they will quickly lose interest in life
long reading.
Fluent readers in KS1
•
Try to ensure children are using basic punctuation correctly when
they read;
•
Point out
•
Expression in reading! Re read a sentence allowing them to hear it
read with expression;
•
ask questions about the text and the characters ;
•
ask them to summarise what they have read;
•
higher order reading skills ( see booklet);
•
very occasionally the teacher will ask me to hear a child read. I will
suggest a child is put on a higher level or on a parallel scheme
. , ! ? ‘
‘
Struggling readers
• I will hear a child read if the teacher/TA
feels there is a problem or we feel the
child is not coping with the vocabulary
• the child may go into a phonic support
group
• they will be tested on their phonics
regularly
• if you have concerns please do see your
child’s teacher or myself
Reluctant readers
• encourage reading of books with topics that
interest them;
• read a series of books by the same author;
• audio visual books;
• fun/interactive books;
• read books with fewer words;
Life long readers
• do your children see you reading?
• are you enthusiastic about reading?
• encourage your child to read for pleasure- visit the
library/Bath Literary Festival/theatre;
• encourage your child to read/share books with other adults;
• story telling events;
• library-summer challenge;
• school library;
• word games- boggle /scrabble;
• talk to your children- correct grammar;
• don’t feel you have to always read the reading book –
encourage other texts and make it fun;
Children learn to
read so that
they can read to
learn.
The key changes for KS1
English curriculum
Reading:
• pupils to ask, answer questions about a text
• greater emphasis on phonics as recommended
strategy for teaching reading
• greater emphasis on poetry and fiction
• greater emphasis on discussing the text- pupils to
ask and answer questions
Key changes in writing
• an emphasis on the role of spelling and
being able to spell 40 + phonemes and days
of the week
• pupils to write passages dictated by the
teacher
• stamina for writing
Key changes in writing
• specific teaching to meet the needs
of left-handed pupils
• handwriting – very high profilediscrete teaching
• pupils to develop stamina for writing
Key changes in Spoken
English
• speaking and listening is now referred to
as ‘spoken English’ or spoken language’;
• spoken English is not separated into Key
Stages;
• spoken English is encouraged as a cross
curricular skill;
• please encourage the use of standard
English;
Grammar, spelling and
terminology
• big focus on grammar
• please help your child with weekly
spellings
• terminology is now used in grammar
lessons. This is also linked to writing
Parental support
Many thanks for your on going
support. Your support is vital in
encouraging your child to read with
understanding, pleasure and to
become life long readers.
(All this information will be on the school web site)