Mead Road, Gloucester, Gloucestershire, GL4 5YS
Ready for Life
"Research proves that children who enjoy reading do better at school in all subjects"
Learning to read is a vital life skill that our children need to acquire at a young age. Children progress through different reading stages and all children will progress through these stages at different rates. Sometimes children progress slowly, sometimes fast and sometimes they plateau for a short while they consolidate their learning. It is often helpful for children to overlearn/repeat their learning to ensure their skills are secure before moving onto next stages. This helps them to build confidence in their abilities.
Reading is not only about segmenting and blending words to actually say a word aloud. It is also about really understanding what they have been reading about. Often, we ask children to repeat reading scheme books so that they can work on their comprehension skills rather than simply reading the words and sentences. If your child repeats a book, please focus upon their comprehension skills. Do this by asking questions that look for simple answers within the text and then more complicated answers which ask their opinion about something that happened in the book, the way a character may be feeling or predict what may happen next. Without these comprehension skills, foundations to their reading ability will be missing and they will find it very difficult to move through later reading development stages inhibiting them from becoming a fluent reader.
Asking your child questions whilst reading together will help them to gain a better understanding of the text, develop a broader range of vocabulary and enhance their creativity.
You may like to use a selection of the questions below when reading with your child:
Book Levels and Colour Bands
At Abbeymead Primary School all our reading books are colour banded according to their level of reading difficulty. Your child will be given a colour band and book level to choose from which will help to ensure that the book they select is at the right reading level. Every colour band includes books from a range of reading schemes so that they will experience a range of stories, text types and illustrations. Once they become proficient at one level, by reading a wide range of books within it, they will move onto the next. Therefore, the more practise they get, the better they get and the quicker they will progress through the levels!
At Abbeymead we use the Letters and Sounds programme and Jolly Phonics to teach our children how to read. For more information please use the following links
Phonics Screening Workshop
Mr Thorne youtube videos – excellent video clips explaining how to pronounce the different phonic sounds: www.youtube.com/watch?v=LlTw0oiLNys
Help your child’s reading by visiting Oxford Owl which has 250 e-books for you to share with your child: http://www.oxfordowl.co.uk/reading-owl/reading
For phrases you might hear your child's teacher mention.
The code shows us the relationship between the sounds of our speech and the written letter(s) of the alphabet and how these are used to match those sounds.
Many school already carry out a short test on entry to Reception, but it is compulsory from September 2016. Children are tested in the core areas of literacy and numeracy so that they can be supported to reach their goals by the end of the year. The test information will be used alongside a wide range of other activities such as home visits, observations of children and reports to create a helpful and accurate picture of your child’s potential and progress in terms of ‘expected’, ‘emerging’ or ‘exceeding’.
It is often used as a term for an intervention programme but it is also a not-for-profit organisation that provides training techniques to support teachers to help children identified as underachieving.
The understanding of a text; at its simplest this may be an understanding of what the text makes explicit (e.g. the story is about a pumpkin) and at its most sophisticated, it is an understanding of what lies beneath a text (e.g. the authors' experience, historical context, themes and so on) which is often referred to as the deeper levels of meaning, inferential comprehension or higher order reading skills.
To read a word by saying the sounds then joining, or blending, those sounds together to form the word.
Dyslexia is a specific learning difficulty which mainly affects the development of literacy and language related skills. For further information visit www.bdadyslexia.org.uk
The Early Years Foundation Stage sets standards for the learning, development and care of children from birth to 5 years old.
Cards to use in games to help children practise recognizing, at speed, a letter, group of letters, words and/or pictures.
An abbreviation often used in schools for grammar, punctuation and spelling. Also sometimes referred to as SPAG.
About 6 children, grouped by reading ability, read aloud from the same book at the same time whilst the teacher listens in and draws out teaching points. At junior levels children may read a book, or part of it, away from the session and then focus on particular aspects of understanding.
High frequency words
These are the words that occur most commonly in the English language. Some are 'decodable' like much (see above) whilst others are 'tricky' like the (see below).
Reading books sent home from school for your child to read. These may be from a reading series so your child can practise early reading skills or from the library so you can share and discuss.
Books that contain facts or information including reference books such as dictionaries, atlases and encyclopaedias.
Books from a reading series that have been written in levels of difficulty to enable a child to take small but steady steps to reading success. As children's skills increase so children read more and the need for such control lessens.
A broad category of texts that includes anything that isn't story (information books, reference materials, newspapers, biography, Wikipedia etc.).
The Office for Standards in Education, Children’s Services and Skills and is the organisation appointed by the government to inspect schools in England.
see decodable books.
A method of teaching children to read and write the English Language. It teaches children that the sounds of English are represented by letters or groups of letters (see also synthetic phonics).
Books in which the pictures play a major part in the story and the text is not levelled by difficulty e.g. The Gruffalo by Julia Donaldson. Picture books are not necessarily just for the very young and they can support the understanding of quite complex ideas e.g. Shaun Tan's The Lost Thing.
This is an average reading level we would usually 'expect' for a child of any specified age. It is only a guide.
When children are reading easily with confidence and intonation and at pace.
Reading Recovery is a short-term teaching programme of one-to-one tutoring for children identified as underachieving at 7 years of age.
A child's ability to read substantial and often more challenging books for a longer period of time or in one sitting.
To write or spell a word by listening for the sounds in the word and deciding which letters represent those sounds. We say you blend to read and segment to spell.
Words you need to learn by sight because they cannot be easily sounded out. (see also Tricky words).
A term used to cover a wide range of needs that may need additional support whether a child is falling behind or far exceeding normal expectations. Also sometimes referred to as SEN (special educational needs).
Synthetic Phonics is a way of teaching reading. Children are taught to read letters or groups of letters by saying the sound(s) they represent – so, they are taught that the letter m sounds like mmmm ... when we say it. Children can then start to read words by blending (synthesising) the sounds together to make a word.