Trio World School

The Development of Reading

From Foundation Stage to Year 6

How to help your child to become a confident

reader

Child

ParentTeacher

The stages of reading.

Stage 1. The pre-reader and the beginning reader:

• likes to look at books and likes to be read to

likes to behave like a reader – for example, holds books and pretends to read them

• learns about words by looking at picture books and playing with blocks that have letters on them, magnetic letters, and so on

• learns about words from songs, rhymes, traffic signs, and logos on packages of food

• learns how text works – for example, where a story starts and finishes and which way the print proceeds

• begins to understand that his or her own thoughts can be put into print

• uses pictures and memory to tell and retell a story

Stage 2: The emerging reader

• is ready to receive instructions about reading• learns that text is a common way to tell a story or to

convey information• begins to match written words to spoken words and to

perceive relationships between sounds and letters• begins to experiment with reading, and is willing to try to

say words out loud when reading simple texts• finds the pictures helpful in understanding the text, and

learns that the words convey a message consistent with the pictures

Stage 3: The early reader

• develops more confidence and uses a variety of methods, such as relying on visual cues, to identify words in texts

• adapts his or her reading to different kinds of texts

• recognizes many words, knows a lot about reading, and is willing to try new texts

Stage 4: The Fluent reader

• thinks of reading as a good thing and does it automatically

• uses a variety of methods to identify words and their meanings

• can read various kinds of texts and predict events in a story

• relates the meaning of books to his or her own experience and knowledge, and understands what is new

Reading for MeaningWhy do we read?• Enjoyment

• Meaning (comprehension)

• Information

• Communication

Aspects of ReadingHow do we read?• Children use lots of different ways to

decode print...• Picture cues• Phonics - sounding out• Meaning - predicting words through

context• Grammar - predicting words using• sentence structureWe teach all of these strategies in

class lessons, independent and guided reading activities.

Picture cuesPhonics - sounding outMeaning - predicting words through

contextGrammar - predicting words using

sentence structure

None of these strategies will work on their own...

• However, phonics should ALWAYS be used when possible.

What is Phonics?• Phonics is an approach to teaching

reading and spelling that enables a child to identify, blend and segment the individual 'phonemes' or sounds that combine to form words.

• The term synthetic phonics refers to the direct, systematic and usually swift teaching of the phonic code; blending for reading and segmenting for spelling.

• At Fleckney Primary School we use the ‘Letters and Sounds’ scheme as the basis for our Phonics teaching.

Technical vocabulary!

phoneme = the smallest unit of sound (b)

grapheme = a letter or a group of letters

representing a sound

digraph = two letters which make a phoneme

(ck)

split digraph = a digraph in which the two letters are not adjacent (make)

trigraph = three letters which make one sound

(dge)

four letter grapheme = four letters representing

one sound (eigh)

segmenting = breaking words into phonemes to

spell

blending =building words from phonemes to read

• cat = c-a-t• shed = sh-e-d• treat = t-r-ea-t• light = l-igh-t• gallery = g-a-ll-er-y• birthday = b-ir-th-d-ay

Tricky Words

nosaid

he

people

asked

once

oh

the

Phonics and being able to complete the process of reading is very important, but it is only a small part of reading...

CONTEXT OR MEANING• Meaning is paramount and is the only reason

for reading!• Confidence in own vocabulary enables a

reader to predict text• Understanding the text at every stage allows a

reader to make an informed guess at an unknown word

• Having prior knowledge about the subject or story promotes engagement with text and allows children to decode AND understand new vocabulary

How to help your child to develop their ‘comprehension’

• Talk about the text before reading• 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 topic area or story plot and encourage children to think logically about the context

ALWAYS USE THIS STRATEGY ALONGSIDE PHONICS

Warming up the Text• Discuss the title• Discuss the pictures of the whole book• 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

• THIS IS IMPORTANT FOR ALL CHILDREN, NOT JUST FS AND KS1!

Pause, Prompt, Praise Strategy

For Correct Reading

1. Praise when a child reads a sentence or page correctly

2. Praise when a child self-corrects

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

For Problem Reading

WAIT to give the child a chance to solve the problem...

Then...1. Prompt with cuesabout the meaningof the story2. Prompt with cuesabout the way theword looks3. Ask the child to readon to the end of the sentence

If the word is not

correct after two attempts,

say the word.

books

magazines

newspapers

websites

packets

leaflets

instructions

signs and captions

TV listings

CD roms

messages

Talk…Listen…Talk…Listen…Talk…Listen…Talk…Listen…Talk…

Show your child that reading is important and enjoyable.

A good ten minutes reading is better than a difficult half hour

Be Positive!Stay Relaxed!

Inference

Inference means – To draw a conclusion or make a judgement

• If you infer that something has happened, you do not see, hear, feel, smell, or taste the actual event. But from what you know, it makes sense to think that it has happened.

What do you infer?

The baby was asleep upstairs in his bed. Suddenly, I heard a loud, "THUMP!" and he began crying hysterically.

It was snowing heavily. The car behind me drove into a tree.

Other Aspects of Reading for Meaning...

Developing an Opinion What do you think?

Why do you think that?

Finding Evidence in the Text

QuestioningReading Fluently – Adding Expression

Activating prior knowledge

Prediction

Constructing images – visualisation, drawing

and dramaText structure analysis

Talking to learn Intonation

What you will see in classrooms

• Activities and resources to promote the development of the process of reading

• Activities and resources to promote ‘reading for meaning’

• Activities and resources to promote a love of reading

• Activities and resources to show the assessment of reading.