Reading Evening January 19 th /1/16 Contents Glossary of terms. The importance of reading. How children learn to read. Reading is more than decoding. How we teach reading at Tillingbourne School. A partnership between school and home. Phoneme - The smallest unit of sound. There are approximately 44 phonemes in English.Phonemes can be put together to make words. Grapheme - A grapheme is the written representation of a phoneme; that is, a letter or group of letters representing a sound. There is always the same number of graphemes in a word as phonemes. Graphemes can be made up from 1 letter e.g. p, 2 letters e.g. sh, 3 letters e.g. tch or 4 letters e.g ough. Syntax-the arrangement of words and phrases to create well-formed sentences in a language. Glossary 20/1/2016 Words are made up from small units of sound called phonemes. Phonics teaches children to be able to listen carefully and identify the phonemes that make up each word. This helps children to learn to read words and to spell words In phonics lessons children are taught: Grapheme Phoneme Correspondence or GPCs. This simply means that they are taught all the phonemes in the English language and ways of writing them down. These sounds are taught in a particular order. The first sounds to be taught are s, a, t, p. Blending Children are taught to be able to blend. This is when children say the sounds that make up a word and are able to blend the sounds together until they can hear what the word is. This skill is vital in learning to read. Segmenting Children are also taught to segment. This is the opposite of blending. Children are able to say a word and then break it up into the phonemes that make it up. This skill is vital in being able to spell words. We blend to read and segment to spell. What is phonics? 20/1/2016 Learning to decode. This is what a piece of writing looks like to a child who is at the start of their reading journey. Imagine that you only have some knowledge about our phonic system. Can you decode (read) the following passage? The cat atc d the itc . The itc dr a sli n t into a big ca ldr . He c ld s a l on the fa of the itc . The cat atc d the itc . The itc dr a sli n t into a big ca ldr . He c ld s a cb l on the fa of the itc . The cat watched the witch. The witch dropped a slimy newt into a big cauldron. He could see a smile on the face of the witch. This is what a child does in order to read( decode)the passage passage below. They make the connection between, for example, the as the grapheme (written representation of the the letter W) and its phomeme (sound W.) They blend all the graphemes together to form the word. Learning to read Reading to learn Key predictors for educational success 1. Possess a large vocabulary 2. Read effortlessly 3. Read widely and often Talkalot families where parents model good language all the time are exposed to full sentences and a wide vocabulary. They are likely to have 1700 hours of 1:1 reading and 13m words said to them. Talkalittle families only have 5m words and 25 hours of 1:1 reading before they start school. Importance of talk 20/1/2016 A child reading at the level of a nine year old can read in two days what it will take a 9 year old not working at that level to read in a year. If that nine year old cannot access text, they are denied the ability to access information they are learning to read, rather than reading to learn. Their IQ drops. The importance of reading A large vocabulary Vocabulary Syntax Positive and responsive feedback Stories 1700 hours of one-to-one Hart and Risley 1/27/2016 SpanishEnglish 24 speech sounds 26 letters to make up 29 graphemes (single letters + rr, ll, ch, qu, gu) Why learning to read in English is harder than other languages. 44 speech sounds 26 letters to make up 150+ graphemes 20/1/2016 Means that in English some sounds use different letter combinations There are always the same number of sounds and graphemes in a word i-n contains 2 sounds and 2 graphemes c-a-t contains 3 sounds and 3 graphemes ch-a-t contains 3 sounds and 3 graphemes l-igh-t contains 3 sounds and 3 graphemes c-r-a-sh contains 4 sounds and 4 graphemes Sound-grapheme correspondence English: the most complex alphabetic code in the world In English many speech sounds are written with more than one spelling. Children learn that some sounds can be written in different ways-one sound many graphemes. igh (light) i-e (pie) y (fly) .eye ay (play) a-e (name) ai (grain) Andeach spelling grapheme - is written with one, two or three letters This is called a complex alphabetic code. 1/27/2016 The complex English alphabetic code (some graphemes missing) When we read The graphemes (letters/letter groups) trigger speech sounds Speech sounds blend into a spoken word The more we read the word the sooner it enters our orthographic store of words Where children come to us without access to this code systematic phonic teaching is given Decoding How does it work? 20/1/2016 There are two elements to successful reading; Decoding blending the sounds together to make words. (When sounds are pronounced without the schwa sound, children find it easier to blend the sounds to read a word.) Comprehending Understanding the meaning. The importance of understanding the words you are reading. Words taken from A Series of unfortunate events by Lemony Snicket. austere adversity siblings survived sinister atrocious acquainted approached recital ferocious incredulously triptych lachrymose conceivable A child may be able to read all these words but may have no understanding of what they mean. Aristotle tells us that the well-being or eudaimonia which is good for man is an activity in accordance with virtue; each virtue is a disposition for making (right) choices, and one that is trained or developed by experience rather than inborn; with most virtues, the right sort of choice which enables its possessor to make is somehow intermediate between two wrong sorts of choice; one can do or show too little or too much of something, one can go too far or not far enough; what constitutes the right amount, the virtuous choice, is determined as the man of practical wisdom would determine it; and he is the man who is good at choosing the means to the end of eudaimonia. The contents of Ethics J.L Mackie Decoding and comprehending Confounding the issue Just because you can read the words doesnt mean you can understand them easily but if you couldnt read the words you wouldnt be able to try to understand. 20/1/ ,000 distinct English words - excluding technical and regional words Average spoken Words 5,000 to 50,000 Words are our thinking tools that we use to get hold of the world A child who is avoiding reading is missing out on the primary mechanism that is going to drive his vocabulary growth after the age of nine. Keith Stanovitch Language comprehension processes Language comprehension processes Word recognition processes Word recognition processes POORGOOD POOR GOOD Good word recognition; Good language comprehension Good word recognition; Poor language comprehension Poor word recognition; Poor language comprehension Good language comprehension; Poor word recognition Simple view of reading Workbook 4 So how can you help your child to decode and to comprehend? 20/1/16 By knowing the 44 sounds to support Fred talk Use other supporting strategies- grapheme recognition, context- reading on. If your child is struggling to read a word tell them the word! Purposeful reading Range of opportunities / texts used Model reading Discuss the text 1/27/2016 Learning to read Reading to learn How do we teach children to read? Listening to the children read -individually sharing their book, maybe sharing a text as a group or a class. Using adults such as our librarian Diane Sylvester and reading volunteers to hear and talk to children 1 to 1. Tailored interventions including using Read Write Inc phonic programme:. Using a reading schemes- colour banding, Project X and Barrington Stokes. Reading books to the children in class and assemblies. And. Barking at text. Reading is a complex process that involves multiple factors including decoding, integrating background experiences, having purposes for reading, and using skills and strategies to construct meaning Fluency and expression The two women and the small boy stood absolutely still on the grass underneath the tree, gazing up at this extraordinary fruit. James's little face was glowing with excitement, his eyes were as big and bright as two stars. He could see the peach swelling larger and larger as clearly as if it were a balloon being blown up. In half a minute, it was the size of a melon! In another half-minute, it was twice as big again! "Just look at it growing!" Aunt Spiker cried. "Will it ever stop!" Aunt Sponge shouted, waving her fat arms and starting to dance around in circles. Understanding what you are reading. Comprehension skills The two women and the small boy stood absolutely still on the grass underneath the tree, gazing up at this extraordinary fruit. James's little face was glowing with excitement, his eyes were as big and bright as two stars. He could see the peach swelling larger and larger as clearly as if it were a balloon being blown up. In half a minute, it was the size of a melon! In another half-minute, it was twice as big again! "Just look at it growing!" Aunt Spiker cried. "Will it ever stop!" Aunt Sponge shouted, waving her fat arms and starting to dance around in circles. We teach the children to understand text on different levels. From the simple- What is the name of the boy? to predict what you think will happen next or explain how each of the characters is feeling. Reading at home Some tips to help Let your child choose. Let your child choose reading material that that interests them. Read with and to your child. Finding time to read with your child isnt easy. Bedtime is often the best try to establish a routine. Read aloud together. Even if your child is an independent reader reading aloud together is important. For emerging readers take turns reading each page of a book. Talk about what you are reading. Asking questions helps children make connections and increases their comprehension skills. It also a way of developing their writing. Show your child that you enjoy reading. Be a reading model. Children often mimic parent behaviour. Let your child see you enjoying reading and soon you may have an avid reader yourself. 1/27/2016 Before you even read the text look at the front cover. Talk about What might be. What do you see? Piecing the evidence together. Making predictions Imagining what if.. Talking about what you and your child are reading will not only develop their comprehension skills but is also a vital part in developing and supporting their writing. Talk about what you are reading Who, where, when, why, what and how-write who, where, when, why, how, what on one end of a lollipop stick, piece of paper child picks one or you pick one and ask a question with that as starter. Predicting-What do you think will happen? Why did you choose this book? I think that. What do you think? Tell me whats happened so far Why do you think the writer used that word. Who is your favourite character, why? What sort of person are they? Get your child to ask you questions about what you have read together. Give your opinion and ask your child if they agree. Try to encourage them to give reasons to responses rather than just Its boring. or Because its good. Dont always ask the questions. 20/1/16. Talkalot... 1/27/2016 By talking to your child as much as possible and feeding them new and different words: Wow thats a big dog! Wow thats an enormous dog! Wow thats a massive dog! Create time and opportunity to have conversations with your children. Use rich language in your conversations. Look at that amazing firework whizzing up into the smoky sky. By praising their efforts. What to read or my child wont read. Try sharing your favourite childhood book. Go to the library and pick a childs book that you would like to read and share it together. If you like these books then tryOur librarian has lots of recommendations, Literacytrust.orgare websites with pages for parents giving book recommendations. Dont just read fiction. Read non-fiction books too. Make use of all that junk mail. Weve read The Gruffalo a million times..look for sequels of books. Find out why your child loves that book. I love stories about monsters Reading doesnt have to be books.children need a variety of reading matter - First News-a newspaper for children, childrens magazines such as The Week Junior a new current affairs magazine for children aged between 8 and 14, comics,.. 1/27/2016