We are proud to let you know that we are an
Every Child a Reader
ECaR is an early intervention Literacy programme, the aim of which is to provide appropriate intervention for children to ensure that all are working at age appropriate levels by the end of key stage 1.
As part of ECaR Mrs Flewitt is specially trained as a Reading Recovery teacher, working closely on a one to one basis to achieve accelerated progress in reading. She has cascaded her skills out to TAs who are now working with children in ChIRP (Chartham Intensive Reading Partnership); a lighter touch programme which boosts reading potential and is based upon best principles of Reading Recovery and Better Reading Partnerships.
The teaching staff have received ECaR training and use this knowledge in daily Guided Reading and literacy lessons.
Every Friday morning, each class will pick a reader of the week. The award is not necessarily about being the BEST reader, but for displaying something which we feel is important ………….fluency, expression, segmenting, blending, reading more at home than usual, comprehension, etc! These children will be recognised in celebration assembly on Fridays, they will be awarded with a trophy for a week and a certificate to take home.
Making the best out of
reading with your child
Books that children have read more than once are considered ‘familiar’ texts, and are an important piece of the early literacy journey. Reading books that are easy over and over again helps children to practise reading fluently, which means that reading sounds and not choppy or robotic. It should sound like talking, with expression and intonation. Children need to read familiar books many times before their reading sounds quick, expressive and like spoken language. Good fluency leads to good comprehension, an easier transition to the next reading level and it increases confidence.
Remember, it is not necessary to have a new book every day and it is good if your child returns to a book that they have chosen in the past.
Take a sneak peek yourself before you read it together
This will enable you to give the child a brief overview of what the story is about, the characters’ names and activities and a sense of where to direct the pre-reading conversation to ‘activate’ related vocabulary and / or any prior life experiences that will help your child connect on an emotional level to the book.
Have a quick look through the pictures together before reading the book; talk about the story and the characters
Looking through all of the pictures prior to reading will give the reader a reminder of the entire story, from the beginning to the end, and will help him or her to predict what is coming up as he or she tackles the words and phrases on each page. It also helps refresh the reader’s memory for new vocabulary and character’s names to avoid stumbling on them in the middle of a sentence.
Take turns reading
Your reading sets an example and the pace for your time together. It also helps you get through more stories in less time! Another perk? Reading comprehension. An experienced reader can bring characters to life with exaggerated voices, sound effects and expression. Another advantage of shared reading is that both partners can be listening to ensure that what is being read makes sense.
Keep it short and sweet!
A parent knows their own child best. Goal number one is to ensure an enjoyment of books and reading. Light hearted fun, praise for a great time together and some laughter is a positive outcome.
We are really pleased with the amount of reading that the children are doing at home this term. Hopefully the new reading diaries in Key Stage One have contributed to the their enthusiasm!
Attached is a powerful clip from Save the Children emphasising the importance of spending just ten minutes a day reading with your child.
A study by the Institute of Education at the University of London has found that children who read for pleasure perform significantly better at school than those who read less. It was shown to improve performance in vocabulary, spelling and maths tests. You can find out more about the study at http://www.ioe.ac.uk