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Reading is incredibly important and children adore reading to family members.

You can help your child with their reading by:

Reading books to your child (putting on different voices is always fun!)

Asking your child to read signs, labels and lists

Choosing different books with your child

Don't be scared of a challenge, reading books together is a great way of learning

Ask children if they can find different words that they might find tricky

 

It is really important to find out that your child understands what is going on in texts. You can help them by asking questions like:

What is happening?

Who are the characters?

What do the characters say?

What do you think might happen next?

Where are the characters?

Can you describe them?

How do you think the story will end?

Do you like the book? Why?

What are your favourite words?

Can you think of better words than this one?

What would you ask the character if you could talk to them?

Reading Books and Book Bands

All of our books are grouped into colour bands that children progress through. The books in the bands are a combination of reading scheme books such as the Oxford Reading Tree which are quite predictable in their progression. However we also include some banded 'real books' as well. These books supplement our schemes and offer variety and choice in reading. Please do come and talk to us if you have any queries about children's reading books. 

In Year 2 and 3 we work hard in our reading to become more fluent and less reliant on sounding out words. We build up our bank of sight words and tricky words which are repeated regularly in texts, such as the, every, one, have, would, come, some. 

 

When teaching reading in Year 2  and 3, we use the Reading VIPERS skills which help us in whole class guided reading sessions. We practise our reading in many different ways, including listening to modelling by the teacher and by our peers. We explore a range of different stories, non-fiction texts, pictures, videos and poems to help us build our understanding of reading, but also of comprehension. 

 

 

 

 

 

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