Reading at Home:
Lively phonic books (Ditty books) are closely matched to their increasing knowledge of phonics and ‘tricky’ words and, as children re-read the stories, their fluency increases. Along with a thought-provoking introduction, prompts for thinking out loud and discussion, children are helped to read with a storyteller’s voice.
Children will be introduced to decodable ‘Ditty books’ when they successfully begin to read single words. The short vowels should be kept short and sharp: Children use sound-blending (Fred Talk) to read short ditties. They will bring these home on a Thursday once they have read and discussed the book in class that week.
Along side these black & white ‘Ditty books’ children will also bring home a 'Book Bag Book'. These are closely linked to their phonic knowledge.
Within all the books children will have red and green words to learn to help them to become speedy readers. Red words are words that are not easily decodable and challenge words to extend children’s vocabulary. Green words are linked to the sounds they have been learning and are easily decodable.
Please write the date, the title of the book and a positive comment about how they read parts of the book to you in the reading record. The comment could be about how they read the words/ sentences or how they understood questions you asked about what they had read (comprehension). At the bottom of the page there is space to write any words that they will need more practise to learn.
How to share a school reading book with your child
We strongly encourage parents and guardians to read their child's book with them 4 x a week for at least 10 minutes. We recommend the child having the same reading book for a week to get the maximum benefit from it. Books are to be handed in on a Wednesday and new books handed out Thursday. This allows the teacher time to make sure all children are reading decodable books that match their phonic knowledge.
Comprehension (understanding what they have read) is just as important as reading the words and sentences.
Over the 5 days we suggest the following:-
Read the book a page at a time.
-discuss the title of the book before reading. What might the book be about? What does the title tell us?
- word reading- sound out unfamiliar words or practise saying words that cannot be sounded out in the sentence/ paragraph. Use Fred Fingers to sound out the words. Encoruage children to looks for 'special friends' (digraphs - two letters that make one sound) If there are particular words/ sounds that they cannot yet read you could learn the, through phonics games (click on the phonics star in the curriculum tab)
- Re-read the sentence that was sounded out until the child can say it independently.
- Talk about what they have just read. It's ok to use the pictures to support their understanding. You could ask: What happened? Who are the characters? Where are they? What facts did you find out? What do you predict will happen next? How do you think they are feeling? Why did the author decide to write that part?
Then continue throughout the book.
Reading for pleasure at home
Children can take home a picture book to share at home with their family from our school 'lending library'. We have a huge selection of quality picture books for the children to choose from. We strongly recommend daily bedtime stories with your child and these books can be used for that. The books are designed for the adults in the home to read with the child. When reading, model how to read sentences using different voices for characters etc.
When you have finished the book talk about what you have read:
Who were the characters? What were they like? What happened to them? Where are they? Why do you think the author wrote that part? Who is the most exciting character? Is there any parts you could change, why? Ask your child to retell the story back to you. Which is their favourite part? Do they like the story? Why?
Reading Leader: Mrs Bex Starman
Reading Link Governor: Sarah Anderson