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How you can support your child with reading at home

 

General guidance when reading with your child:

  • Reading with your child for as little as ten minutes a day will make all the difference
  • Make reading a special time with your child by choosing a quiet, relaxed moment
  • Success is the key: (lots of positive praise; Avoid pushing a book onto them that is too difficult where your child struggles with too many unknown words)
  • If a child mispronounces a word, allow opportunity to self-correct but maintain the flow by telling children a few unknown words
  • Model reading aloud to your child.
  • Don’t just stick to stories. Read poetry, picture books, information texts, news articles aimed at children
  • Offer them choice in what they read
  • Make your child a more confident reader by asking one question from each reading skill category below during each reading session with your child. These skills are essential for improving reading in children

 

Vocabulary

Retrieving

Inferring

Predicting

Help your child pay attention to how authors have chosen to use certain words by asking the following questions:

 

  • What does this word tell us about the character/setting/atmosphere?
  • Why did the author use the word_____ to describe______?
  • What do you think this word means? Why do you think that?
  • Can you find a word on this page  that means the same as _____?
  • The writer uses words like______ to describe _____. How does this make you feel?

 

Help your child to go into a story and retrieve the facts by asking the following questions:

 

  • Where/when is the story set?

 

  • What are the names of the characters in the book? Describe them.

 

  • What did____ do when_____? What happened when?

 

  • Can you tell me what has happened in the story so far?

 

  • What part of the story do you like best and why?

 

Help your child hunt for clues in the story about how someone might be feeling or why something has happened by asking the following questions:

 

  • What does____ think/feel about____? What makes you think that? Give evidence for your opinions.

 

  • Why do you think ___

 

  • Why do you think the character behaved like that or said that?

 

  • How was____ different after____? How do you know?

 

  • How do you feel about_____? Why?

Help your child predict use the clues in the story to predict what might happen next by asking the following questions:

 

  • Looking at the front cover what do you think the story might be about?

 

  • Based on what you know about the character/event, what do you think will happen next in the story? Why?

 

  • How do you think the story will end?

How we teach English at All Saints’

Reading

Every morning, children participate in a whole class guided reading session.

 

In Key Stage One, children are supported through deploying as many adults as possible into Year 1 and 2. Here children participate in guided reading groups lead by their assigned adult.

 

Phonics is taught systematically at All Saints’ from Nursery class to Year 2 using the progression as described in the ‘Letters and Sounds’ program.

 

In Key Stage Two, children follow a structured reading program called ‘Destination Reader’. Through the use of a designated book they are taught a range of strategies to aid comprehension; they are taught to read with meaning; and are supported to read with pleasure.

 

Please see below a recommended reading list for your child’s year group.

 

Writing

Our Literacy lessons are based around a book. Over a three to four week period, children follow a structured approach to writing inspired by ‘Talking For Writing’ and ‘The Power Of Reading’. The children participate in the following writing process:

  1. Hookcapture pupil interest
  2. Read text as a readerexplore the impact of the text on the reader
  3. Read text as a writeranalyse how the writer has created particular effect on the reader and create the writing ‘Toolkit’
  4. Deliberate practicerehearsing the features identified in the ‘Toolkit
  5. Teacher-led writehighly supported piece of writing
  6. Independent writeindependent piece of writing to assess what has been learnt

 

Spelling is taught separately in discrete lessons. The ‘No Nonsense Spelling’ scheme is used to teach key spelling patterns to the children.

 

Handwriting is also taught separately in discrete lessons where the children learn to use the ‘Nelson Handwriting’ style.

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