Volunteer Reading

Report
Reading with your child at home…
… a K-2 information session
What is reading?
• Reading is gaining meaning from print
The power of literature
• Dr Alyson Simpson
In learning to read…
• Children must learn to use different sources of information:
Aural and Visual information
Phonological and Graphological Information
Information about the sounds of language and how it looks in print
Structure
Grammatical information
Information about correct language usage
Meaning
Semantic information
Information about what
makes sense
A good reader:
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is motivated and interested
knows his purpose for reading
reads fluently
concentrates well
expects the text to make sense
thinks about what he already knows
will take risks
copes with ambiguity
fixes glitches
What knowledge and skills
need to be taught?
• Concepts about print
• Phonemic awareness
• Letter-sound relationships
(phonics) and how to apply it
(word attack skills)
• High-frequency sight words
• Using context clues
• Self-correcting
• Choosing suitable books
Some children need additional
targeted teaching to achieve this• a child may have all the necessary items
of knowledge, but not know how to use
them in reading – not know how to “make
useful moves to solve his own problems”
• or he may have insufficient knowledge in
one area to develop new strategies.
Marie Clay
Supporting young children’s
literacy development
• Dr Scott Paris
Strategies Before Reading
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Get to know the book
Browse through
Talk about the kind of book
Nutshell synopsis
During Reading
• Tips for parents
• Pause, prompt
praise
• Assist
• Listen
• Talk about
pictures
• Pose a question
Pause, Prompt, Praise
• When a word is difficult:
• Pause
• Prompt: if your child makes a mistake
• Praise: when he reads a sentence, page or paragraph
correctly
or he self-corrects
or he continues to make attempts at the word
even if he is not successful
• TELL THE WORD BEFORE FRUSTRATION SETS
IN!
Comprehension
• Literal: the answer is on the page
• Interpretive: the reader has to search for the
answer. It may not be stated on the page but it
can be worked out from the text.
• Inferential: bringing information from the text
together with own knowledge and experience to
make judgements or draw conclusions.
Appropriate Questions For
After Reading Activities
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Did you enjoy the book? Why?
Was there anything about it you did not like?
How did you choose this book?
Who were the characters?
Which character was your favourite? Why?
How can you describe that character?
Could you reread your favourite piece?
Could you think of another ending?
Did you come across any unusual words? Can you find them?
Are there any words you did not know the meaning of?
Can you retell what happened in the story?
Using praise…
Dobroyd Point’s home-reading
scheme
• Children progress through levels 1 to 20
(often by the end of Year 2 or earlier) and
then begin to choose their own books from
the school or local library, or from their
own home collections.
REMEMBER, IT IS NOT A RACE!
• It is important for children to learn to
choose their own books, and not feel bound
to levels or assessments.
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Rereading a favourite book,
or enjoying a series is fine!
• Keep reading times short and
enjoyable, when you can devote your
entire attention to your child and
before he becomes too tired.
• K-2 children should read
– aloud to a parent for 5 to 10 minutes, 5
times a week.
– independently for 15 minutes each day
(this can include being read to by a
parent, especially for the younger
children).
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School website - Reading at home
What is the aim of our homereading scheme?
• for a child to have a positive reading
experience with someone significant
Communicate with your child’s
class teacher
• if you have any concerns
OR
• if you have some good news to share
about your child’s progress

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