Welcome!
Reading to Learn
in Year Two
th
4 September, 2013
Next Steps in Reading
Workshop aims
• To explain how reading progresses in Year Two
• To outline how parents can support reading
comprehension at home
Moving through the levels
TAN GLI N COLOUR
N ATI ON AL
CURRI CULUM LEVEL
Red
Yellow
W hite
W orking towards
level 1
Dark Blue
Pink
Brown
1c
Green
1b
Grey
1a
Orange
2c
Black
2b
Beige
2a
Dark Pink
3c
Pale Blue
3b
Gold
3a
• 2b is national average
in the UK at the end of
Year 2
• Children are considered
fluent readers by Level
3c.
• Although children may
read fluently they may
not understand what
they have read.
This
gallimaufry
is
multitudinously
gargantuan, puissantly capacious and
ineffably Junoesque and in consequence
of such Protean tribulations and in such
psychotic contravention of stereotypical
consuetudinary hygiene, there exists the
infinitesimal exiguity of a satisfactory
resolution to this cataclysmic dilemma.
Word Recognition
Blend phonemes to
read and understand
words. Know high
frequency words. Know
what strategy to use
when stuck.
Reading Skills:
Questions to Ask
Explain how this text relates to others I
have read or to the place or time in which
it was written.
Did anything surprise you in this story?
How was the film version of this story
different to the book?
Where do you think this poem/story is
set? What makes you think that?
Have you read another story that is similar
to this?
Retrieve Information
Writer’s purpose
Find information and ideas in the
text and quote them in the answer
Explain how the author feels about the
text and how he wants the reader to feel
or to think.
How did …?
Who had …?
What happened to…?
What happened after …?
How many …?
Infer Meaning
Personal Response
Did you enjoy this story? Why?
Who is your favourite character? Why?
This story is both happy and sad. Why?
Why is this story called…?
Why does the author begin with …? How
does this make you want to read on?
Structure and
Organisation
Find the author’s clues about what is
happening or how characters are feeling.
Explain why the writer has organised the
text in the way she or he has.
What do you think this story is going to
be about? Were you right?
Why was …. sad/ happy/ surprised/
excited?
What does (a particular phrase) mean?
What did …. mean when he said …?
What can you learn from this diagram?
How does the way the words are set out
on the page help you?
Why is there an exclamation
mark/question mark?
Why is there a contents page/ index/
glossary?
Use of Language
Explain the meaning of words and
phrases and the intended effect of the
language chosen by the author.
Why did the author use the word ….?
How does this word make you feel?
Why does the author compare … to …?
Why did the author choose the verbs…?
Possible Questions
Infer Meaning:
• What sort of person would
use this book? Why was
this text written?
• Why do you think a camel
might go without water for
three or four days?
Use of Language:
• What describing words has the writer
used?
• What does the word “padded” tell the
reader about the camel’s feet?
• Why do you think the writer chose to
use the word “bushy” to describe the
camel’s eyebrows? Can you think of
another word to describe the
eyebrows?
Structure and
Organisation:
• What type of text is this?
• What is the purpose of
the pictures?
• Why is “endangered
species” written in bold?
• How has the layout of the
text made the
information clear to the
reader?
Retrieve Information:
• Why do camels have
long eyelashes?
• What else can help to
protect a camel’s eyes?
• What are some of the
differences between
Arabian and Bactrian
camels?
• What is in a camel’s
hump?
Your Questions Answered
• Can you please run through the reading colour sequence for the
reading levels? Also, what is expected for a child to progress when
they are being assessed at each level?
• Could you discuss the frequency of reading assessment…children only
seem to move up one or two levels per academic year?
•
Please can the level of reading book be assessed through my child’s
interests?
• Could you recommend books to encourage my child to read at home?
How can I help my child at home?
• Vary the routine
• Encourage fluency and expression
• Ask lots of questions and ensure your
child explains their answers using
examples from the text.
• Check understanding of new vocabulary
• Keep up the bedtime stories