Autumn 1

Our current Guided Reading book is...

The Owl Who was Afraid of the Dark

In order for your child to read this book for the first time in class and enjoy the excitement with their peers, try reading an alternative book by the author Jill Tomlinson.

The main content domains we focus on in Year 3 are:

• Giving/explaining the meaning of words in context
• Retrieving and recording information/identify the key details from fiction
• Summarising the main ideas from more than one paragraph
• Making inferences from the text/explain and justify inferences from the text
• Predicting what might happen next from details stated or implied
• Identifying how meaning is enhanced through choice of words or phrases 

Reading at Home

When reading books with your child at home here are some questions/prompts you may want to ask them to develop their reading comprehension skills and promote discussion.  

Look at the front cover. What could the book be about?

Who is the author?

Have you read a book by this author before?

What do you notice about this author?

What is an illustrator? What do they do?

What does that word mean? Read the words around it to help you figure it out (context).

How can you read an unfamiliar word? Can you sound talk and then blend?

Who are the main characters?

What do you think will happen next?

How do you think that character feels? Why? How would you feel in that situation?

Can you predict how the book will end?

Who is your favourite character? Why?

Is there a hidden message in the story? What is it?

Can you retell the story in your own words?

When do you think this book was written?  How do you know?  Does it matter?  What would it be like if it was written now?  How might it change in the future?

Why do you think the character did/said that?  

If you met this character, what would you say to them?

Is the plot fast or slow-moving?  Find evidence in the text to support your viewpoint.

Where is the story set?  Does the setting change?  Find a word/phrase that describes the setting.

Is the book written in the first or third person?  How do you know?

How would you change the story to improve it?  What adjectives/adverbs would you add to make it more interesting?

Why is the page laid out this way?  How would you improve it?

Do you like how the story ended? Can you think of another way the book could have ended?

Do the story events remind you of another book?

Would you recommend this book to a friend?  Why/Why not?

Do you think the title of the book is appropriate?  What would you have called it?

What was the genre of this book?  (e.g. sci-fi, mystery, comedy, biography, scary, adventure, fantasy etc)

What part of the story was your favourite/least favourite?

What is the purpose of this book?  How do you know?

Does your opinion of the character change during the story?

What shall I do if my child is struggling to read?

Try...

PAIRED READING

What is Paired Reading?

Paired Reading is a tried and tested method that you can use to help a child with reading.  Research shows that Paired Reading can encourage children to read more independently and become more positive about reading in general.  As a reading partner, you can be an excellent role model for the child.  You can help them gain better understanding of what they are reading by asking questions and talking about what you are reading.

Paired Reading should be fun and relaxed, and should give the child the chance to practise their reading skills without fear of 'getting it wrong'.  You can explain that even you as an adult reader sometimes come across words that you are not sure of.  The child's confidence can also be boosted when you give them praise and one-to-one attention.

How do I do Paired Reading?

• Start by reading together at the same pace.  If the child is reading too slowly or quickly, encourage them to mirror your pace.  This might be a little tricky at first, but once you have tried it a few times you should both start to get into a good reading rhythm.
• If the child makes a mistake, give them about four seconds to put it right.  If they don't manage to correct the word, say the word for them and ask them to repeat it back to you.  Then continue to read together, using praise as you read.
• Every so often, pause to ask questions, look at illustrations and discuss interesting points or words in the text.  Questions should be open, using words like 'who', 'what' and 'why' - p[en questions help you avoid yes or no answers.
• At some point, the child might want to read alone.  They can simply tell you they want to do this, or use a signal as a tap on your arm or knock on the table.  Praise them for their effort.  If when reading alone they make a mistake, give them about four seconds to put it right.  If they correct the word on their own, they can continue to read alone.  If they are still stuck on the word, then read the word for them and ask them to repeat it.  You then go back to reading together until the child signals again that they want to read alone.

The above information regarding Paired Reading comes directly from our School Educational Psychologist.