Creating Children that Read - Romero Mac

Creating Children that Read(and enjoy it!)

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‘I can’t do it!’

‘It’s Boring!’

‘I don’t like that book.’

‘I didn’t have time to read.’

‘I can’t find a book I like!’

Why?

Exposes them to new vocabulary

Enhances concentration

Creates a thirst for Knowledge

Promotes discussion > improved comprehension

Develops imagination and creativity

Develops empathy

Promotes Enjoyment Welcome Escape!

Turning Reluctant Readers into Bookworms!

▪ Dangle the Carrot Give them lots of snippets of books … The first chapter, a cliff-hanger, a blurb, a mysterious front cover …Use it as a stimulus for guided reading/whole class reading – get them talking, get them interested and have a copy of the book in your library/class book box … direct those interested to it

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www.lovereading4kids.co.uk

www.lovereading4kids.co.uk

Perfect to use for extracts for Whole Class Reading or Guided Reading!

Recommended Reads

Any Suggestions?

What books have your children

read and loved?

Engagement with Authors

▪ Tweet an Author!Many authors now have twitter:Google – [author’s name] twitter - @..............

Great platform to allow the children to interact, share opinions and ask questions to authors whose texts they are enjoying, and creates such a sense of excitement with the children!


Use a school account and ensure child is not named to cover GDPR regulations ☺


▪ Dedicated TimeStory time at a set point in your day, where that time alone is dedicated to reading together.

No comprehension questions, no pausing and unpicking vocabulary – just you and the children sharing a story and enjoying it

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▪ Audio BooksFor those who struggle to access written texts – use an audio book recording alongside this.

Lower ability children have a way to access books that they sometimes wouldn’t be able too!

https://www.audible.co.uk 16

Talk Time!

▪ 1 thing you think will have a good impact on reluctant readers …

▪ Any other suggestions?

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Enhancing the Teaching of Reading Skills

Fluency

Fluency is Key!

▪ Reading Fluency: Accuracy + Rate + Expression +Punctuation

▪ Have you identified children who are not yet fluent when reading?

▪ Reading Speed? Is it 90 words per minute (now a KS1 expectation)PiXL have a reading speed tracker to monitor this

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▸ Identify area of weakness

▸ PiXL has some model fluency texts for each year groupto support this

Strategies to Support Fluency Development

Model fluent reading

By listening to good models of fluent reading, students learn how a reader's voice can help written text make sense. Read aloud daily to your students. By reading effortlessly and with expression, you are modelling for your students how a fluent reader sounds during reading


Repeated reading

After you model how to read the text, you must have the students reread it. By doing this, the students are engaging in repeated reading. Usually, having students read a text four times is sufficient to improve fluency.


Partner reading

In partner reading, paired students take turns reading aloud to each other. For partner reading, more fluent readers can be paired with less fluent readers. The stronger reader reads a paragraph or page first, providing a model of fluent reading. Then the less fluent reader reads the same text aloud. The stronger student gives help with word recognition and provides feedback and encouragement to the less fluent partner. The less fluent partner rereads the passage until he or she can read it independently.

ComprehensionReading for Meaning

Comprehension: Reading for Meaning

Comprehension: Secure the Basics

Duty to ensure basic Retrieval Skills are secure by the time children leave Years 4 and 5

KS2 2018: Question booklet/texts combined 2999 words, 33mToo much for children to read and ‘digest’ every word


Skim and Scan to Retrieve Picture books are ideal for promoting creative and fun ways to develop these

skills.Skimming : read over a text to get the main idea or general overview

Scanning involves them finding specific words or groups of words

Children need to practise this technique. They need to get used to the eye movement and at first may need a ruler or finger to guide them!


Step 1Explore and teach skimming and scanning skills through picture books. Encourage pupils to find their favourite characters under timed conditions. For example, ‘Can you find this character?’ ‘What did you do?’ ‘How did you find her?’

Step 2Discuss the strategies used – such as looking for specific colours, or skimming over the pictures very quickly to spot particular characters or objects.

Step 3Apply these skills to an actual reading question through skimming over a text and scanning for key words and groups of words.


Highlighters are a brilliant tool for developing retrieval skills!

Get the children to physically find the evidence in the text and highlight this as evidence

Builds a bridge between fact retrieval and justification with evidence

ComprehensionReading for Meaning - Vocabulary

Comprehension: Vocabulary

Vocabulary exploration to form

part of every lesson!

“Vocabulary learning takes place when

students are immersed in words.”

Repetition supports

vocabulary acquisition

Action Points: Moving Forward ▸ Continue to work to create children who love reading – be active

demonstrations

▸ Identify any children who are not reading fluently

▸ Priority is to secure Retrieval Skills and Skim + Scan Technique in Years 4 and 5 this half term > Analyse December AssessmentsGDS children – use evidence to justify answers

▸ Dedicated Vocabulary Time – explicit teaching

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Creating Children that Read - Romero Mac

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