Home Reading Your child: • will bring books home to share with parents or others • may be a book seen before or read in class • may be a book the teacher has chosen • may be a book your child has chosen to bring home – library, class books etc.
Reading with your child See handout: Some ideas to help Difficulties Games
Learning to Read Decoding and Reading Comprehension, Inference and Discussion
Phonic terminology:some definitions Aphonemeis the smallest unit of sound in a word A grapheme is the letter, or letters, representing a phoneme t ai igh
Blending to read Blendingis recognising the letter sounds in a written word, for example c-u-p, and merging or them in the order in which they are written to pronounce the word ‘cup’
Sorting Sounds Activity Two or three sounds?
Did you get them right? boy day car cow for pig ship fill song whizz chick whip miss huff
Same letters, different sounds mean bread read
Same sound, different letters may make pain
A Real Treat Tom was very happy. It was the weekend and he was off to the beach with his mum and dad, his puppy and baby Pete. ‘Help me pack the green bag,’ said mum. ‘We need sun cream and lots to eat.’ Tom got into his seat in the back of the car and the puppy got on his knee. Pete held his toy sheep. Off they went. Beep! Beep! At the end of the street there was a big truck. It had lost a wheel. ‘Oh, no,’ said Tom. ‘We’ll be here for a week!’ Dad went to speak to the driver to see if he could help.
Strategies • Syllables and Phonemes • Roots • Analogy
Look and ‘Learn’ fright bildungsroman definitely separately
Investigate and learn fr ight bildungs roman definite ly separately
An extract taken from a computer manual According to the previous ATA/IDE hard drive transfer protocol, the signalling way to send data was in synchronous strobe mode by using the rising edge of the strobe signal. The faster strobe rate increases EMI, which cannot be eliminated by the standard 40-pin cable used by ATA and ultra ATA.
Developing Understanding • Reading strategies develop understanding of the text can be found in the handout. • Talking and asking questions • Responses to different types of texts e.g. stories, information books, poems
What if my reading isn’t too good? • Don’t worry • Use it as a learning experience for yourself • Discuss what you have read with your child e.g. • What is the point? • What is the evidence? • Explain your opinion?
Using clues As Lesley was playing outside, her hat blew away. Tears rolling down her face, Susan knocked on the door. Tom felt his way downstairs and into the hall.