At Boyne Hill, children will learn to read with confidence, fluency and understanding, providing them with the skills required to achieve a lifetime of enjoyment through reading. Children read in school independently, with peers and as a shared class session. They listen to adults and other children read, taking part in paired reading and discussions with their own and other age groups.
During the Early Years Foundation Stage, many activities take place which promote pre-reading skills. Children become aware of print in their environment and match pictures and words. Language comprehension is developed by talking and reading to the children. As children gain phonic knowledge they start the process of decoding.
Initially, as children learn to read, they are given a picture book without words with the intention that they will share the book and take part in a conversation generated by the pictures. Gradually, as the child’s knowledge of letters and sounds develop, they begin to phonetically decode words.
Our guided reading books are organised into coloured book bands and include books from a range of schemes including Oxford Reading Tree, Rigby Star, Collins Big Cat, All Aboard, Discovery World and National Geographic. Through guided reading, children are taught key comprehension skills using the VIPERS approach:
Find and explain the meaning of words in context.
Make and justify interpretations about characters and events using evidence from the text.
Predict what might happen from the details given and implied in a text.
Explain preferences, thoughts and opinions about a text.
Identify/explain how information/narrative content is related and contributes to the meaning as a whole.
Identify/explain how meaning is enhanced through choice of words and phrases.
Make comparisons within the text.
Retrieve and record key information/details from fiction and non-fiction texts.
Order the key events of a story in the correct sequence.
Children are assessed regularly and move on to the next book band when their fluency and comprehension show that they are ready.
How you can help your child at home with reading
Daily reading practice will help develop children’s decoding and comprehension skills although it is not expected that they will read a whole book every night. Children may only read three or four pages but will spend longer discussing their understanding of what they have read in order to progress in developing their comprehension skills. We would encourage children to read a variety of texts on a regular basis, even taking opportunities to note and read texts in their environment such as road signs, leaflets, information posters, comics etc. Please feel free to share these experiences in their home reading record and encourage them to share their opinions about the texts they have read.
Top tips for reading with your child
1) CHOOSE A QUIET TIME
Set aside a quiet time with no distractions. 10 to 15 minutes is usually long enough.
2) MAKE READING ENJOYABLE
Make reading an enjoyable experience. Sit with your child and try not to pressurise them if they are reluctant. If your child loses interest then just do something else.
3) MAINTAIN THE FLOW
If your child mispronounces a word, try not to interrupt immediately. Allow your child to self-correct using their phonics skills. You can always discuss mispronounced words at the end of your reading time.
4) SUCCESS IS THE KEY
Until your child has built up their confidence, it is better to keep to easier books. Struggling with a book with many unknown words can have a negative effect because the flow is lost, the text cannot be understood and children can easily become reluctant readers.
5) VISIT THE LIBRARY
Encourage your child to use the public library where they can further develop their love of books.
6) REGULAR PRACTICE
Try to read with your child every day. Little and often is best.
7) COMMUNICATE WITH THE SCHOOL
Your child has a reading record book and we would love to hear their opinion of the texts they read and about their progress at home.
8) TALK ABOUT THE BOOKS
There is more to being a good reader than just being able to read the words accurately. Being able to understand what has been read is just as important. Always talk to your child about the book: about the pictures, the characters, how they think the story will end, their favourite part etc. You will then be able to see how well they have understood and you will help them to develop good comprehension skills.
9) VARIETY IS IMPORTANT
Remember that children need to experience a variety of reading materials, for example picture books, hardbacks, comics, magazines, poems, recipes, instructions and information books.
Please see some question prompts below that you can use to question your child when reading at home together.
► What does the word ………. mean in this sentence?
► Find and copy a word which means.....
► What does this word or phrase tell you about ………?
► Which word in this section do you think is the most important? Why?
► Which of the words best describes the character/setting/mood etc?
► Can you think of any other words the author could have used to describe this?
► Why do you think ………. is repeated in this section?
► Why was ……. feeling ……..?
► Why did ………… happen?
► Why did ………. say ……….?
► Can you explain why ……….?
► What do you think the author intended when they said ……….?
► How does ………. make you feel?
► Look at the book cover/blurb – what do you think this book will be about?
► What do you think will happen next? What makes you think this?
► How does the choice of character or setting affect what will happen next?
► What is happening? What do you think happened before? What do you think will happen after?
► Who is your favourite character? Why?
► Why do you think all the main characters are girls in this book?
► Would you like to live in this setting? Why/why not?
► Is there anything you would change about this story?
► Do you like this text? What do you like about it?
► What kind of text is this?
► Who did …..? Where did …..?
► When did …..?
► What happened when …..?
► Why did …….. happen?
► How did …….?
► How many …..?
► What happened to ……?
► Can you number these events 1-5 in the order that they happened?
► What happened after …….?
► What was the first thing that happened in the story?
► Can you summarise in a sentence the opening/middle/end of the story?
► In what order do these chapter headings come in the story?