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Bexley Early Years Advisory Team
Reading
Julia AndrewTeaching and Learning Adviser
Make the very most out of reading with young children
Julia.andrew@bexley.gov.uk
Our best readers at Y6
• Begin by being interested in books at a very early age
• They take note of words and word shapes • They understand and relate to the stories they
hear• They predict what’s going to happen next• They join in with repetitive rhythms and
rhymes
Before reading
• Children have developed spoken language • Print and spoken language are different modes
of communication that share a common language
• We use our ears to hear spoken language • We use our eyes to read written language • But written language is not just speech written
down and this difference poses challenges for the early reader
The reading curriculum for schools
• Reading to children • Shared reading• Guided reading• One-to-one reading• Home reading• Libraries and book corners
6
I am a clown.
Permission to use the above extract from Dressing up (© Nelson Australia) has been granted by Nelson Thornes Ltd.
What are the learning opportunities in Book Band 1?
7
Dad said,
“Here is a plane, Nick.”
“No!” said Nick.
Permission to use the above extract from The Merry-go-round (© Nelson Australia) has been granted by Nelson Thornes Ltd.
What are the learning opportunities in Book Band 2?
8Permission to use the above extract from Football at the park (© Nelson Australia) has been granted by Nelson Thornes Ltd.
What are the learning opportunities in Book Band 3?
Speech and language This age is key for development of speech and language and you might notice your child using new words and phrases almost every day. They will also be asking endless questions!
Three years: using new words and phrases almost daily.Four years: children understand and say lots of words and sentences.Five years: learning to listen, understand and share ideas at school.
Talk is essential to early reading
The power of rhymes
• http://www.wordsforlife.org.uk/songs
Word acquisition
By Nursery a gap of about 32 million words separates high-talk and low-talk families
Isobel Beck
Young children learn new words through reading (being read to)
Talk for Writing
‘Children don’t know a book until they’ve talked about it’
Pie Corbett
Stimulating reading areas
Find opportunities to read everywhere
Reading in doorways
Opportunities for parents to share books
Boys’ reading
Time to re-read books
Quality texts https://www.youtube.com/watch?v=e6aYYiyQUmY
Ofsted getting them ready early • independence and choice• knowledge of books and individual authors• word reading (decoding using phonics and knowledge of
common exception words)• comprehension (literal, inferential and evaluative)• higher-order reading skills, including appreciation of an author’s
style, awareness of themes, similarity and differences between texts
• support from school and home• enjoyment• awareness of own progress and development as a reader• teaching, expectations and the school’s reading culture.
Encourage a love of reading at an early age
Hearing books read aloud
Guided reading process in school
• Book introduction • Strategy check• Independent reading • Returning to the text • Pupils’ response to the text
Book introduction • Teacher shares the lesson focus
• Orientation – teacher reads title, gives overview, uses same verb tense
• Debugging the book – teacher discusses illustrations, alerts the reader to new text structures and encourages the reader to ask questions
Strategy check• The strategy check reinforces the learning
objective for the lesson and prepares readers for successful independent reading
• Teacher prompts children to articulate what they will do if they become stuck while reading
• Over time the focus will change depending on the different skills that children need to attend to
Independent reading • Each child reads independently. This is
definitely not a ‘round robin’ activity
• The teacher will listen to each child read, prompting them according to their prior knowledge
• This is also time for the teacher to consider assessment and next learning steps
Return to the text• After independent reading the teacher works
with the whole group to reinforce the lesson focus
• The teacher can focus on common errors
• The teacher asks challenging questions that develop reading skills of inference and deduction
• There will be plenty of group discussion during the stage
Guided reading process in school
• Book introduction - talk to the child about the book content
• Strategy check – point out some of text, sound out some simple words if you can
• Independent reading – read to the child, unfolding new knowledge as you go along
• Returning to the text – go back to an interesting point in the book and talk together
• Pupils’ response to the text – ask the child if they enjoyed it and what other books they’d like to read next time?
Fact
• Reading makes you cleverer• The more you read the better you get at
reading • The more you read the more you find out and
the cleverer you get
High frequency words • Are the words that occur more than any other
words • First 25 words make up 25% of what we read! • Early learning of these words comprises of early
exposure – maybe you could use some in your book area or sometimes point them out in reading?
the, and, a , to, said, in , he, I, of , it, was, you , they, on, she, they, on, she, is , for, at, his , but, that, with, all, we, can
Early reading strategies for beginner readers
• Can recognise own name• Can hold book correctly• Can recognise front and back cover• Can understand that reading is made from
writing• Can understand that print conveys meaning• Can differentiate between text and pictures • Can name some letters (capitals and lower
case)• Can talk about stories and use pictures to
support• Locate title• Open front cover• Turn pages appropriately• Understand that left page comes before
right• Understand the meaning of the text• Predict the story line and some vocabulary
Get children to reading early
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