reading at home

Reading books your child will bring home in Reception and KS1

Individual Reading Books – Your child will read with a teacher once a week at school. It is vitally important that your child reads regularly with you at home. We find that the children who read at home regularly (the same book again and again) and return their reading book to school make the most progress. Children’s ‘reading diaries’ for you to record in every time your child reads are an essential link with home learning.

N.B. Even if you child reads a book from home (i.e. not the one given from school), please record it in the reading record. .  

Early Phonics Books – Once your child knows some sounds and can blend them to read simple words they will be given a reading book that contains words they can sound out and read. These books might only have a few words and phrases in them but it is imperative that the children are given the opportunity to re-read these books every night as this builds fluency. Without this regular opportunity to practice their reading remains at the sounding out, stilted stage, and the children can quickly lose interest. We find that the children who re-read the same book daily make much quicker progress with their reading.

Further Reading Books – As the pupil’s phonics knowledge progresses the children are taught to use a range of different strategies to read unknown words and sentences and the books they are sent home with require a combination of these strategies. These include:

Tricky Words – These are words that can be sounded out when they develop the required phonic knowledge but, at this stage, they cannot so we teach the children to recognise the whole word on sight. We practice these words with the children on a daily basis.

Picture Clues – Often, there are clues within the pictures that will help the children to ‘guess’ what an unknown word might be. We teach the children to think about what word might ‘fit’ using the picture clues and the knowledge of what might make sense within the sentence they are reading. Ask the question ‘Does that make sense?’ to support this understanding. If the children do not read on a regular basis at the picture book stage they can struggle with this element of reading.

Re-reading and Missing Words Out (using contextual knowledge) – Once the children are reading texts with several sentences on a page, their understanding of the story as a whole becomes more important. When the children come across a words they can’t read they are encourage to miss it out and read to the end of the sentence to help them work out it might be. They are also taught to go back to the beginning of the sentence and re-read up to the word, again to help them work out what it might be. They are also encouraged to think about if their reading makes sense and ‘self-correct’ if it does not.