Reading Rules! Ashford Oaks Primary School Donna Frith

We Love Reading!  Reading should be a pleasurable experience. We want our children to become able and fluent readers!  The minute reading becomes a ‘chore’ the children are not learning, and may be turned off reading. Be POSITIVE.  Adults are the greatest role models. If we talk about our own love for reading the children will want to get in on it too!!!

New Reading System  Following a published guide which combines current schemes such as Oxford Reading Tree and Oxford Literacy Web.  Each child allocated a coloured band, rather than a number.

Bands  Within each band there will be a mixture of reading scheme books, non fiction texts and ‘real’ books. It is important that your child experiences a range of text types and genres.  It is important to note that your child may find some of the books in their band more challenging than others.

How can I help my child?  Encourage reading everywhere…the cereal box, school letters, TV guide. Demonstrate that reading is a skill regularly used and enjoyed in life.  Regular reading time together, if possible without distractions e.g. TV etc.  Don’t read for too long! Short bursts.  Join the local library

Starting a Book  Encourage children to consider the title. What do they think the book will be about? What do the illustrations add to this? What does the blurb say? How does the author encourage us to read their book?

When Reading  Relax!  Don’t drag it out!  Regular reading practise, for everyone!  Make connections to their own world when reading e.g. What party food do you like? When have you been to the beach? Can you think of a time you lost something?  Refer back to a book you have read in ‘real’ life. E.g. “Look, that cat looks like Sid in our story last night. What do you think?”

When a child gets stuck!  Stay calm!  Allow the child time to decode the word before telling them.  Encourage sounding out (if this will help)  Prompt the child to look at the pictures, there may be a clue.  Encourage the child to re-read the sentence, or complete the sentence.

What if the book is too easy?  If the child is confident and accurate when reading, take this opportunity to explore the book in more detail.  Be careful not to ‘dumb down’ a book.  Some children are fantastic ‘decoders’ and can easily fool us!  Expression when reading aloud? What is the punctuation telling us to do?  Can you think of a better word to use instead of said? Which adjective could you use to describe the dog?  What happened at the beginning/ middle/ end of the story. Can you think of two different endings?  Who do you think is the most important character is this story? Why?  If you could ask the author a question about this story, what would you ask?

What if the book is too difficult?  Some books within each band, the adult may need to read to the child. Sharing and discussing a book is just a valuable activity.  Take it in turns  Child to finish the sentence  Child to look out for a chosen word  ‘Read’ the illustrations

Changing a book Children should have their ‘home reader’ book and Home Contact Book in school everyday. Each child will be given the opportunity to change their book, which they will be able to do if signed by an adult to say they have read the book at home or school. Expectation that children will read 5 times a week.

Library Under Construction!!

Reading Volunteers Please help!!!

Any Questions?