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Reading with your Child

SUPPORTING YOUR CHILD WITH READING

Taking an active interest in your child’s learning is one of the best ways you can help your child to do better in school. Learning is not just about what happens in school. Children are learning all the time through what they see, hear and do.

We have been trying to encourage all of the children to read at home as often as possible and are delighted to say this is having a huge impact on the progress they are making.

During the parent workshops and the ‘read along’ mornings we have been asked for any tips to support parents so I do hope you find this useful.

In school, children are taught a range of strategies they can use to help them work out unknown words.

You asked for support about what you might write in their Reading Records… See below…

Strategy

Comments you could make in Reading Diary

Phonics! If they can sound the word out using the phonics they know then encourage this as the first strategy.

 

Sounded out to read ……..word

Used the first sound of the word to read….

Sounded out (add grapheme e.g. ea  sh   ng

Sounded out these words using phonics………….

Blended sounds together to read the words

Use the picture as a clue (this is not cheating!)

 

Looked at the picture to read an unfamiliar word.

Talked about the picture and related it to a sentence.

Used the beginning sound to recognise the picture.

Use picture clues along with the initial letter in the word.

 

Could sound out the beginning sounds of the words.

Using the picture and the beginning sound could read the word….

Predict what the word could be from the sentence it is in.

 

                                      

Read the rest of the sentence and could then read an unfamiliar word correctly.

Guessed a few words that would have made sense of the sentence.

Read a sentence back to make sure it made sense.

Self corrected him/herself when they read the sentence/word.

As reading skills develop

Reading from left to right and matches each spoken word to a written one

 

Read a text out loud independently.

Followed the text without missing a line.

Could read frequent ‘tricky’ words.

Could point out words and read them that he/she had found tricky .

Recognise errors

Re-read to correct and re-reading to check

 

Realised a sentence didn’t make sense.

Read a word again that didn’t make sense by sounding out.

Repeated a sentence to check it made sense.

Make meaningful but not always accurate guesses

Guessed the end of a sentence.

Could predict what might happen next.

Read with expression

 

Used inverted commas to add expression to the character’s speaking.

Shouted or whispered in line with the speech.

Was so interesting to listen to as added expression.

It was like listening to the radio, lovely expression.

As children progress further they:

Use punctuation

 

Used the punctuation to add expression

Paused at full stops

Used the commas to pause.

Follow print with their eyes

 

Did not need to use his/her finger to follow the words/sentence.

Turned the page at the right place when I was reading to them.

Search for information in the print

 

Could answer questions about the text

Pointed to evidence in the text when I asked questions.

Read more fluently

Has made progress with fluency

Confident, fluent reading

The reading flowed and didn’t sound like a ‘robot.’

 

Important points to remember

  • Allow your child to read to the end of a sentence without interrupting.
  • Share the title rather than asking them to read it if the words are unfamiliar.
  • Remind your child to point to each word individually rather than continuously run their finger underneath.
  • Alternate saying well done or that was good by telling your child what was good.
  • Remember not to expect your child to work out a word that is not in their vocabulary.

Alternate the strategies you suggest rather than giving the same strategy prompt e.g. sound it

  • Try taking it in turns to read. That allows you to model using punctuation to control pace.
  • Encourage your child to break down tricky words and sound them out.
  • Pause at regular intervals to check understanding.
  • Older, more confident readers may not want to read aloud to you. Encourage older readers to summarise the plot so far, talk about what the characters are like and ask them to make predictions about what might happen next.

 

Reading with your child

Book Introduction: Spend time introducing the book. What do you think this might be about? Why do you think that?

Strategy Check: Ask your child “What can we do if we get stuck on a word?” Listing the strategies refreshes your child’s memory and gives them the confidence to tackle a new word.

Independent reading: During this time try to remind your child of strategies rather than giving unknown words.

 

Should you have any suggestions to improve reading in school or need any support, please do not hesitate to contact me.

 

Jo Clarke Deputy Head and Reading Lead

Always happy to help.