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Years 0-1
Years 0-1
Before and from the age of 5 years
Before and from the age of 5 years
Our children are developing insight into the nature of words
Our children are developing insight into the nature of words
Children are beginning to understand that words are made up of sounds and some words have the same beginning and ending sounds.
A child must develop phonemic awareness as their first steps to read. This is where the child hears the word come apart into its individual smaller pieces of sound.
Children recognise Logos and Pictures first, e.g. the McDonalds Logo, their favourite Cartoon Character
To support your child with their journey in learning to be effective readers:
To support your child with their journey in learning to be effective readers:
Play around with rhyme and alliteration (beginning sounds are the same in sentences) . Reading and singing Nursery Rhymes are fun ways to play with words and sentences.
Read aloud to your child so they can see the pictures and the print. Point to the words as you read, this supports them to understand that we read from left to right as well as give them the opportunity to store whole words that they will see frequently, such as and, my, the, I
Play find a sound with your child. Match pictures with a sound. E.g. apple and /a/ sound, ant with /a/ sound. Match pictures with the first sound, then the last sound and then finally the middle sound in a word.
Practise counting how many sounds they can hear in words. Use your fingers to count them.
Years 1-2
Years 1-2
Initial Reading from Years 1-3
Initial Reading from Years 1-3
Our children are starting to learn that the spoken word can be broken into sounds and that letters represent sounds
Our children are starting to learn that the spoken word can be broken into sounds and that letters represent sounds
Children are becoming more aware of letter/sound relationships
They rely heavily on the words on the page, their eyes should be glued to the print and reading will be slow as they sound out all the sounds to say a word
Children realise that letters are how we write sounds
Vowel sounds are really important.
Children read to gain control of the act of reading not to learn information or to read to learn
Fluency comes with lots of reading of the same text. The greater amount of practise, the greater the fluency and the faster they will learn to read.
To support your child with their journey in learning to be effective readers:
To support your child with their journey in learning to be effective readers:
Help your child to sound out words they do not know . If they get stuck, gift them the word. Say "That's 'short' and then move on.
Ensure your child is pointing to each word to help them keep track of the part of the sentence they are on.
Don't be disheartened if they bring the same book home again. Take turns reading if they tire of the text. After several readings they should be able to read with confidence (automatically saying the words), expression and with punctuation.
Read aloud to your child to support the growth of their vocabulary. The books you read should be books that engage their interest, teach them new knowledge and introduce new words to them.
From years 2 to 4
From years 2 to 4
Our children are building more code knowledge (sound patterns including long vowels and the letters that record these)
Our children are building more code knowledge (sound patterns including long vowels and the letters that record these)
Children are transitioning into "reading for learning the new" and still learning how to be an accurate and effective reader
Children are transitioning into "reading for learning the new" and still learning how to be an accurate and effective reader
Children are still relying on the print and sounding out words, particuarly with new spelling patterns, such as different ways of sounding out the long vowels (e.g. ai and ay and when to use each pattern in writing)
Fluency reading (reading the same text multiple times) is still essential. The more they engage with the new patterns they are learning, the quicker these will be mapped to long term memory.
Children are starting to read to learn, to find out new information, to answer questions, to build their content knowledge.
Word meaning (vocabulary) , connecting prior knowledge and new text information becomes very important at this stage of reading
Reading is essential for building knowledge and facts. Children are learning to read a singular viewpoint or idea in a text
Children are taught to monitor their comprehension and what to do if whilst reading they 'lose meaning.'
To support your child with their journey in learning to be effective readers:
To support your child with their journey in learning to be effective readers:
Help your child to sound out words they do not know . If they get stuck, gift them the word. Say "That's 'transition' and then move on.
Don't be disheartened if they bring the same book home again. Take turns reading if they tire of the text. After several readings they should be able to read with confidence (automatically saying the words), expression and with punctuation.
Read aloud to your child to support the growth of their vocabulary. The books you read should be books that engage their interest, teach them new knowledge and introduce new words to them.
After reading, discuss the chapter or the page they have read. Find out if they have built an understanding of what they have read. Ask them questions about the characters, the setting, the information provided or what the author was trying to tell them.
From years 4-6
From years 4-6
Our children are reading for learning new information about their world, vocabulary and deepening their understanding of the morphology of words (the study of words and their parts)
Our children are reading for learning new information about their world, vocabulary and deepening their understanding of the morphology of words (the study of words and their parts)
Children are predominantly reading to find out new information, to answer questions, to build their content knowledge.
Word meaning (vocabulary) , connecting prior knowledge and new text information becomes very important at this stage of reading
Reading is essential for building knowledge and facts. Children are learning to read a singular viewpoint or idea in a text or considering multiple view points and creating their own opinions on the information presented to them.
Children are taught to monitor their comprehension and what to do if whilst reading they 'lose meaning.'
To support your child with their journey in learning to be effective readers:
To support your child with their journey in learning to be effective readers:
Help your child to sound out words they do not know . If they get stuck, gift them the word. Say "That's 'transition' and then move on.
If your child is tired and does not want to read their journal or article, read it to them. They have been working hard all day and we want to remove any barriers to engaging with the reading material provided from school.
Read aloud to your child to support the growth of their vocabulary. The books you read should be books that engage their interest, teach them new knowledge and introduce new words to them. It is still important in these years to share the love of reading, perhaps even more so. Reading is a life skill and stories are an exciting way to engage with our world.
After reading, discuss the chapter or the page they have read. Find out if they have built an understanding of what they have read. Ask them questions about the characters, the setting, the information provided or what the author was trying to tell them.
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