Welcome to WBJS
Love for Reading
“Between the ages of four and nine, your
child will have to master some 100
phonics rules, learn to recognise 3,000
words with just a glance, and develop a
comfortable reading speed approaching
100 words a minute. He must learn to
combine words on the page with a halfdozen squiggles called punctuation into
something – a voice or image in his mind
that gives back meaning.”
(Paul Kropp, 1996)
What is it like to be a reader?
How children learn to read?
Reading at school
Reading at home
Useful links
Tell the person next to you the last
thing you read.
Being a Reader
• Why do we read?
To learn new things, understand complex ideas and challenge thinking.
To improve language skills, word recognition, builds vocabulary and
To find out about what’s going on around us and in distant places.
To tell us what to do and how to do it.
To escape.
To dream.
For pleasure.
Or even just to pass the time!
Tell the story
What skills did you use to read the
C'era un volta, una famiglia di tre orsi che viveva in un bosco. Papà orso era il
più grande, aveva una grande testa, delle grandi zampe e una possente voce.
Mamma orsa era di grandezza media, con una testa media e un corpo medio e
un tono di vocina troppo bassa per essere un orso. Il più piccolo era un
simpatico orsetto con un corpo strano, piccole zampette e una vocina strana,
quasi sibilante.
Being a non-reader
• How did it make you feel when you could
not read some of the words?
• What clues did you use?
• How did you make sense of the text?
Once upon a time, in a thick forest, there lived three bears. One was a great
big father bear, with a big head, and large paws and a great voice.
The next was a mother bear, of middle size, with a middle sized head, and a
middle sized body, and a voice quite low for a bear.
The third bear was a funny little baby bear, with a strange little head, a queer
little body, wee bits of paws, and an odd little voice, between a whine and a
How do children learn to read?
Learning to read begins very early in life.
Babies are fascinated by bright colourful
If an adult talks about the pictures and reads the words, this helps to
develop language skills. The young child also begins to understand that the
content of a book never changes. Later on, after much sharing of books,
children begin to play read and turn the pages of a favourite story while
chanting parts of it aloud.
During this phase your child is remembering word patterns and learning
about the language of books. This is a very important part of learning to
read. There is no need for actual teaching at this stage: your child's interest
in and enjoyment of written language is supported through the regular
sharing of books.
Before starting school, some children take the next step and begin to
notice letters from their name or recognise a word or two as books are read
together. Many children don't, though. This is normal, because children all
develop at very different rates.
Reading at School
• Do you remember how you learnt to read
at school?
You may have learnt to read through being taught words on cards. Then,
when your teacher decided you knew enough, you were given a book to
Some teachers even covered pictures up because they felt looking at
pictures was a form of cheating!
We now recognise that quality texts, where the language sounds good and
the illustrations are often stunning, play an important part in developing
children's reading skills.
Often a whole class is taught to read together through the use of big books
or a shared texts on interactive white boards so everyone can see and join
in as the teacher points out letters, words and sentences.
Building Reading Confidence
Children become confident independent readers through•knowing how to build words using letters and sounds
•recognising words at sight
•understanding how words go together to make sentences
•knowing about different sorts of books and how they work
As teachers share books with their classes all these skills are taught and
Guided Reading
A lot of reading practice will take part in small Guided Reading groups
where each child has a copy of the same text.
The teacher or teaching assistant will introduce the text, ask questions,
discuss different strategies then set a reading task.
Children are encouraged to read at their own pace while the teacher works
with every child in turn.
At the end of a session the whole group discusses the text to check they
have understood.
This allows the teacher and children to spend much longer working with a
piece of text than is possible if every child reads a different book to the
Becoming an Independent Reader
As well as group reading and reading to an adult, children will also begin to
read and enjoy books in pairs or by themselves.
Time is set aside during the week for this to happen.
Reading Records are sent home for you to record how your child responds
when reading at home.
We have Parent Helpers who may also hear your child read and make
positive comments in the Reading Record.
An equally important part of learning to read independently is hearing
books read aloud. Hearing language in this way allows your child to focus
on the meaning without having to concentrate on working out the words.
This really helps children to develop an understanding of the different sorts
of texts and will assist your child in tackling similar texts independently.
Questions with different purposes can be asked and answered before,
during, and after reading.
Before children read, they often use questions to activate prior
knowledge, make predictions, and wonder about big ideas that are not
always answered in the text.
During reading, children form questions to compare and generalise,
identify the theme, and clarify meaning.
After they read, children use questioning to locate information, understand
and remember events and characters, and identify the theme.
Our School Reading Scheme
Provides a structured route for progression of
Enables teachers to monitor and assess
reading skills
£2000 worth of new books are now part of the school Reading
Scheme, we are however, looking at ways in which to develop the
reading scheme further both in terms of resourcing and assessing.
Reading at Home
As a parent you are probably helping your
child with reading much more than you may
realise. If your home contains books,
magazines and catalogues and your child
sees you reading, if you read to your child and
talk together about familiar stories and if you
also use printed materials to find things out,
then your child already has a head start in this
How You Can Support Reading
Remember that talking about reading is very important, so if your child is
sometimes reluctant to read aloud, discussing a book will also help to
develop their reading skills.
Concentrate on enjoyment and grasping the meaning rather than absolute
Keep reading time relaxed, comfortable and pleasurable, in a quiet corner,
with the television turned off.
Talk about the cover and read the title before rushing your child into the text, asking
questions, such as:
What do you think it will be about?
What sort of book is it?
Have you read one like this before?
Look through the book, noticing interesting pictures and words, then read
the opening together.
Don't correct too quickly. If your child makes an error suggest having
another go, searching the pictures for a clue, sounding out the first letter or
reading on before you 'tell' the problem word.
If your child is really struggling, take over the reading yourself and let the
teacher know.
When your child brings home a book that has been read before ask for a
summary before reading it again, then discuss the book at a deeper level
than last time.
As your child progresses, talk about authors, characters and plots or what
new information has been learnt.
If your child reads silently ask her to re-tell the part that has been read and
encourage the 'pointing out' of relevant sections in the text.
Join your local library together and use it regularly.

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