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Oxford Reading Tree Talk Roslin Primary School

Oxford Reading Tree Talk Roslin Primary School. Aims of talk today:. Provide you with a brief outline of the reading scheme Oxford Reading Tree Look at factors which help children to read successfully Discuss what the children will be doing in school What can you do at home to help?.

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Oxford Reading Tree Talk Roslin Primary School

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  1. Oxford Reading Tree Talk Roslin Primary School

  2. Aims of talk today: • Provide you with a brief outline of the reading scheme Oxford Reading Tree • Look at factors which help children to read successfully • Discuss what the children will be doing in school • What can you do at home to help?

  3. What factors promote success in reading? • Parental involvement • Enjoying lots of different books • Knowledge about print • Sharing reading book with your child • Recognition of the key words and most common words

  4. How we teach Reading We aim for • MEANING • PHONICS • FLUENCY

  5. Oxford Reading Tree • Whole story approach • Uses natural sounding language • Emphasises meaning and fluency • Builds up pre reading skills

  6. Pre reading skills • Understand the format of a book • Understand story structure • Sequencing • Predicting • Discussing the story • Relate the story to personal experiences

  7. What will we be doing in school? • We will be encouraging children to become enthusiastic readers. • The school will provide an Oxford Reading Tree book each week. • Also ‘real books’ will be used regularly in class and may be sent home from time to time.

  8. Oxford Reading Tree Books Teacher has introduced the characters – • Mum, Dad, Biff, Chip, Kipper and Floppy the dog • Later Wilf, Wilma, Nadim and Anneena

  9. Stage 1+ How can I help at home • Discuss the story • Read the captions to or with your child • Ask your child to point out the key words he knows • If your child is ready listen to him read the captions • Continue to practise key words

  10. Other activities ongoing in class • Children will use resources that go along with the books e.g. Games which can help with key words. • Children will have workbooks and worksheets based on the book they are reading.

  11. Rhyme Alongside this work the teacher will be looking at: • words which rhyme • alliteration e.g. six sizzling sausages • Patterns in words

  12. How can you help at home? • Most importantly you must continue to read stories, rhymes, poems and factual books with your child. • All reading experiences are valuable - from reading the cereal packet over breakfast to the bedtime story at night

  13. Where is the best place for your reading session? • Find somewhere quiet if possible. • Sit together on a comfy chair or sofa. • Remember to give lots of encouragement - cuddles work well!

  14. Oxford Reading Tree Books • In general the teacher will introduce a new book each week. • Your child will bring the book home for you to read with them.

  15. The teacher introduces the story using the big book. Discussion of children’s experience related to the story takes place. Use of questions. AT SCHOOL AT HOMEStep 1

  16. An extended story is read to the children. Attention is drawn to the captions. The book is taken home to be shared with the child in a relaxed and peaceful setting. Look at the pictures and find details to discuss. Read the story to the child. The child may want to read along with you. AT SCHOOL AT HOME Step 2

  17. The extended story is repeated, perhaps using the listening centre or a Learning Assistant. The children are encouraged to retell the story. Attention is drawn to the captions. Encourage the child to retell the story. Prompt him/her by questioning. Read the story to/with the child again. Read out a sentence at random. Can the child find the page with the sentence. Can the child attempt the captions? Praise should be given even if he/she is not entirely accurate but is still managing to make an attempt. AT SCHOOL AT HOMEStep 3

  18. Introduce key words by matching context cards to the story book. Copies of the key words in sentences will be sent home. Try and match the sentence strip to the relevant page in the book. Read aloud. AT SCHOOL AT HOMEStep 4

  19. Use of guided responses e.g.: Q. What did Kipper want? A. He wanted a party. Q. What did Kipper get? A. He got his toys. Q. How did Mum feel? A. Mum was cross. Study individual key words. Can he/she locate the key word in a sentence. Can he/she read the word in isolation? Can the child read the book by him/herself? AT SCHOOL AT HOMEStep 5

  20. Assessment – can the child: Sequence and read the story with pictures and captions? Sequence and read the story with captions? AT SCHOOL AT HOMEStep 6

  21. What do you do if they get stuck over a word or make a mistake? • Try to encourage enjoyment and fluency without concentrating too much on errors. • Try not to get annoyed or exasperated if they don’t remember a word today that they knew yesterday! • If your child sticks on a word, sound it out and if there is no success say it yourself in order to keep the flow going.

  22. What do you do if they get stuck over a word or make a mistake? • Encourage children to sound out words if they are regular e.g. in, at, got, sat. • Children may not know all the words, but concentrate on the ‘Key Words’.

  23. What do you do if they get stuck over a word or make a mistake? • Don’t worry if your child seems to be memorising rather than reading the words - this is a stage children go through learning to read. • Both you and the teacher can check words in isolation.

  24. How do you let the teacher know how you are getting on? • Your child has a book bag in which to keep their reading book and other reading resources and a reading diary in which we encourage you to make any comments.

  25. How do you let the teacher know how you are getting on? • The teacher will also make notes or comments, but please don’t expect detailed comments every day - there just isn’t time to do this for every child.

  26. 21/9/06 The Toys Party SCHOOL 1 & 2 3 4 5 6 HOME 2 JR 3 JR 4 JR 5 JR Recording in jotter using theAT SCHOOL / AT HOME table

  27. Reading Together • Reading together should be fun for both of you. • Be a supportive listener rather than a critical listener. • Give lots of praise.

  28. The Phonics Handbook by Sue Lloyd The letter groups used in Jolly Phonics 1. s a t i p n 2. ck e h r m d 3. g o u l f b 4. ai j ao ie ee or 5. z w ng v little oo long oo 6. y x ch sh th 7. qu ou oi ue er ar (Taken from The Phonics Handbook by Sue Lloyd – Jolly Learning Ltd., 2000)

  29. Thank you for coming today.

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