Reading Skills - Year 1&2

READING SKILLS: How To Help Your Child

Years 1& 2

INFERENCE Much of the meaning of a text is inferred; hidden amongst clues weaved throughout by the author. To ‘read between the lines’, the reader must identify these clues or references, consider the connotations of vocabulary used and draw upon previous understanding, experience or knowledge. * * * * * * * * * * *

What do you think… means? Why do you think that?

Why do you think…?

How do you think…?

When do you think…?

Where do you think…?

How has the author made us think that…?

How do you feel about…? What in the text makes you feel this way?

Can you explain why…?

Do you think this is true/untrue? Why do you think this?

Who would you like to meet most in the story and why?

Is this a place you could visit? Why/why not?

Remember: Can you...?

Find evidence in the text

Justify your answer

Explain your idea

PREDICTION To make a prediction, the reader must read and understand what has already happened. They must be able to retrieve and infer, combine this with previous knowledge of the world, weigh up probability, and make a sensible prediction about the next outcome. Using evidence to support a prediction allows for justification of viewpoint. * * * * * * *

Where do you think… (character)… will go next?

What do you think… (character)… will say/do next?

What do you think this book will be about? Why? How do you think this will end? Why? Who do you think has done/stolen/eaten/broken it?

What might… (character)… say about that?

Do you think this is a fiction or non-fiction text?

Remember: Can you...?

Find evidence in the text

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Explain your idea

VOCABULARY Understanding the meaning of words clearly supports reading. Unknown words in a text will hinder the fluency, comprehension and enjoyment of a story. It is for this reason that the development of an internal vocabulary bank is essential. The ability to decipher unknown words based on the context of the passage – or phrases around them – further supports this. * * * * * *

Can you find a word/sentence that tells/shows you that…?

Why do you think that the author used the word… to describe…?

Can you find a word in the text that means the same as…?

Can you find a noun/adjective/verb that tells/shows you that…?

Find an adjective in the text that describes…?

Why have these words been made to stand out?

Remember: Can you...?

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RETRIEVAL The ability to retrieve and identify key details from fiction and non-fiction should not only be seen as a means of assessing understanding and knowledge, but also as a learning strategy for consolidating and strengthening ideas and themes within the text. * * * * * * * *

Who is/are the main character(s)?

When/where is this story set? How do you know?

Which is your favourite/worst/funniest/scariest part of the story? Why? Tell me three facts you have learned from the text.

Find the part where….

Where did she/he live?

What clues do the pictures give us?

How is the character feeling?

Remember: Can you...?

Find evidence in the text

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SUMMARY Summarising is an important skill that enables the reader to select essential ideas and focus on key words and phrases. Reducing the text down to its main points lends itself to a more concise understanding and an improved memory of what has been read. * * * * * * * * *

What happens at the beginning of the story?

How/where does the story start?

What happened at the end of the…?

Can you retell the story to me in about 20 words?

Can you draw a timeline of the story?

What happened before that?

What is the problem in this story? How is it resolved?

What is your favourite part of the story and why?

List the words that tell you what order to follow, e.g. first, next.

Remember: Can you...?

Find evidence in the text

Justify your answer

Explain your idea

“Strong readers think actively as they read.

They use their experiences and knowledge of the world, vocabulary, language structure and reading strategies to make sense of the text and know how to get the most out of it.

They know when they have problems with understanding and what thinking strategies to use to resolve these problems when they pop up.” Reading Rockets

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