Reading

Why is it important? “ Reading for pleasure is the single biggest factor in success later in life, outside of an education. Study after study has shown that those children who read for pleasure are the ones who are most likely to fulfil their ambitions. If your child reads, they will succeed – it’s that simple.” Bali Rai

The Organisation for Economic Co-operation and Development analysis examined the long-term impact of parental support on literacy. It found a strong link between teenage reading skills and early parental help. On average, teenagers whose parents had helped with reading at the beginning of school were six months ahead in reading levels at the age of 15. What was important was that parents read books regularly with their children - such as several times a week - and that they talked about what they were reading together.

Reading In School Books are sorted into colour bands. Children are encouraged to self select to help develop a love of reading. Reading takes place in lots of different forms outside of explicit reading lessons Phonics takes place daily in Years R and 1. These lessons include developing reading skills and reading texts. Spelling lessons take place daily in Year 2 and daily reading sessions

Guided Reading

What is guided reading? The teacher works with a small group of children who are at the same developmental stage of reading The teacher selects an unknown text that provides just the right balance of support and challenge The teacher reminds the children to use a range of reading strategies The teacher uses questioning and other strategies to signpost the text and develop comprehension

Hearing children read in a shared reading session... the teacher makes references to general rules/strategies children take turns in reading within the group Children follow the text, practise and rehearse skills together the teacher is able to make useful assessments

A guided reading model Book introduction or recap Strategy check Independent Reading Returning to the text Response Next Steps

Top Tips When Reading at Home 1.Make books part of your family life – Always have books around so that you and your children are ready to read whenever there’s a chance. 2.Join your local library – Get your child a library card. You’ll find the latest videogames, blu-rays and DVDs, plus tons and tons of fantastic books. Allow them to pick their own books, encouraging their own interests. 3.Match their interests – Help them find the right book - it doesn’t matter if it’s fiction, poetry, comic books or non-fiction. 4.All reading is good – Don’t discount non-fiction, comics, graphic novels, magazines and leaflets. Reading is reading and it is all good. 5.Get comfortable! – Snuggle up somewhere warm and cosy with your child, either in bed, on a beanbag or on the sofa, or make sure they have somewhere comfy when reading alone.

Top Tips When Reading at Home 6. Ask questions – To keep them interested in the story, ask your child questions as you read such as, ‘What do you think will happen next?’ or ‘Where did we get to last night? Can you remember what had happened already?’ 7. Read whenever you get the chance – Bring along a book or magazine for any time your child has to wait, such as at a doctor’s surgery. 8. Read again and again – Encourage your child to re-read favourite books and poems. Re-reading helps to build up fluency and confidence. 9. Bedtime stories – Regularly read with your child or children at bedtime. It’s a great way to end the day and to spend valuable time with your child. 10. Rhyme and repetition – Books and poems which include rhyme and repetition are great for encouraging your child or children to join in and remember the words. (Pearson Books )

Before you read you may like to:- Talk about the pictures to introduce key vocabulary and begin to tell the story based on the pictures. Decide (even practise) the bits to read “in character”. Decide good places to stop and ask; “What do you think will happen next?” Decide which pictures to stop and talk about.

Difficulties or mistakes for the child… If your child comes to a difficult word and stops, you may like to try some of the following ideas … Talk about the pictures to introduce key vocabulary and begin to tell the story based on the pictures. Ask them to look at the first letter of the word Encourage sounding out each letter to build the word and blend the sounds together Ask them to miss the word out and read to the end of the sentence. Then go back to the beginning of the sentence and make a guess.

After reading:- Talk about the books Talk about the story afterwards. “Which bit did you like?” “Wasn’t it funny when …” “What might happen next?” “Why do you think the character behaved that way?” Be a “reading detective” – look for clues in a text that tell you about the characters and story.

Expected Standard at the end Of Year 2 In age-appropriate books (gold book band), the pupil can: read accurately most words of two or more syllables read most words containing common suffixes* read most common exception words*. read words accurately and fluently without overt sounding and blending, e.g. at over 90 words per minute. check it makes sense to them answer questions and make some inferences on the basis of what is being said and done