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Reading with your child How best to support your child in becoming a independent and confident reader

Helping your child to read

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Page 1: Helping your child to read

Reading with your child

How best to support your child in becoming a independent and confident reader

Page 2: Helping your child to read

Today’s session...

•To share ways of helping children to enjoy texts and become confident readers

•To provide prompts for developing basic reading skills

• A chance to discuss with others about reading with your child at home

Page 3: Helping your child to read

Introducing the text •Discuss the title.

• Discuss the pictures.

•Ask children to point out anything interesting in the pictures and talk about what might be happening at that point in the story.

• What do you think is going to happen in the story?

• Has this ever happened to you?

• What do you already know about.....?

• Introduce new or difficult vocabulary before you start reading.

• NOW the child is ready to read.

Page 4: Helping your child to read

Sources of information children use to decode

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• Children learn to read in many different ways, using many different sources of information

• Pictures

� Phonics-letter/sound knowledge

� Quick recognition of sight words

� Visual-the way the word looks

� Meaning-predicting words through context

� Grammar-predicting words using sentence structure

Page 5: Helping your child to read

Sources of information children use to decode

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PICTURES are an important source of information

•Pictures in a text are hugely important in enabling a child to predict text and should be used together with a second source of information e.g. at the emergent level we may prompt by saying “Get your mouth ready to say the first letter and check the picture for a clue.” At a slightly higher level, such as blue a prompt such as “find any small words in big words that you know and check the picture...”

Page 6: Helping your child to read

Phonics

• 44 phonemes/sounds in the English language

• Phonemes put together to construct some simple words BUT NOT ALL!

• 65% of all words are phonetically irregular.

• Many letters combine to produce ‘new’ sounds eg -ch -th -sh -igh

• Some sounds are represented by different graphemes e.g. m-ow d-ough r-oa-d

Sounding out is one way a child can decode an unknown word BUT it is not the only way.

Page 7: Helping your child to read

Using phonics and/or visual prompts to support reading

• Can you sound these letters together (e.g. c-a-t)

• Robot speak!

Are there any parts/chunks of the word you can read? (e.g. st-art-ed started).

• What sound do these letters together make? (e.g. n – ight night).

• Does it look right, does it match the letter sounds in the word?

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Using Meaning as a source of information

• Meaning is paramount and is the only reason for reading!

• Confidence in own spoken language enables a reader to predict text through their own knowledge and experience.

• Understanding the text at every stage allows a reader to predict and make an informed attempt at an unknown word.

• Having prior knowledge about the story promotes engagement with text and allows the reader to decode AND understand new vocabulary.

Page 9: Helping your child to read

Using Meaning to support reading

• Talk about the text before reading to engage the child with the subject.

• Introduce any subject specific vocabulary before reading.

• Ask questions about the text at each stage to ensure the child UNDERSTANDS the words they are reading.

• At unknown words, prompt by discussing the story and encourage children to think logically about the story e.g. Child reads: Dad is going to climb the sausages. - “Does that make sense? What does Dad have to do to sausages before he can eat them?”

• Allow them to read on to have a go at fixing up their error

Page 10: Helping your child to read

Using grammar or structure as a source of information to decode

GRAMMAR/STRUCTURE

•Children have a inherent understanding of sentence structure through spoken language.

•They can predict whether a word fits in a sentence simply by using this knowledge. E.g. Child reads: “Here came the rain!” This does not ‘sound right’ because it is the wrong tense.

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Using grammar/structure prompts

to support reading• • Does that sound right?

• Is that how we say it?

• Can you say that another way?

• • What word could you fit in there so that the sentence will sound right?

Page 12: Helping your child to read

Pause, Prompt, Praise Strategy

Our responses depend on the nature of the error the child makes!

For Correct Reading1.Praise when a child reads a sentence or page correctly

2. Praise when a child self-corrects

3. Praise when a child gets a word correct after a prompt

If the word is not correct after 2 prompts

Calmly say ...

“The word is _____.”

When an error is madePause

and give the child a chance to work it out

If the mistake does not make

sense

If the mistake does not sound

right

If the child just stops reading

Prompt with questions about the meaning of

the story

Prompt with questions about

structure

Prompt the child to

re-read or read on

Page 13: Helping your child to read

Good readers...

✴ Have good phonics knowledge.

✴ Are able to instantly read high frequency words.

✴ Question themselves while reading.

✴ Cross-check one source of information with another.

✴ Monitor their own reading and self-correct independently.

• Question th

Page 14: Helping your child to read

Our aim is for children to ...

★ use all 3 sources of information-meaning, structure, visual/phonics independently

★ monitor their own reading and self-correct independently

★ read with fluency, phrasing and expression

★ read with confidence and enjoyment

★ engage with the story

★ comprehend what they read ....

• READ FOR MEANING