At CPS we aim to develop all learners into readers who consistently demonstrate a love of reading.
The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:
§ read easily, fluently and with good understanding
§ develop the habit of reading widely and often, for both pleasure and information
§ acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
§ appreciate our rich and varied literary heritage
§ write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
§ use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
§ are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate
What does a good reader look like?
Clarifies (Spot breakdowns and try to mend them)
Summarises (put important items together)
Infers using clues
Make connections to background knowledgeEvaluates (identify important words or phrases)
Home reading at CPS
At Carterton Primary School we want to encourage more children to read for pleasure. Research shows a positive link between reading frequency and enjoyment and educational attainment. Furthermore, reading for pleasure has positive emotional and social benefits, improves text comprehension and grammar skills and increases general knowledge. We do lots of reading during school hours and know that continuing this at home is the key to becoming a confident reader.
Why is reading so important
It has been proven that…
It also allows learners to…
•develop their knowledge of themselves and the world in which they live
•feed their imagination and curiosity
•gain knowledge across the curriculum
•learn new vocabulary
•establish an appreciation and love of different texts
•escape to other worlds
Reading at home doesn’t need to be difficult, here are some suggestions that will make it a general part of life;
•Make it fun! Talk about the text. Laugh and cry together - if they enjoy reading time with you, they are much more likely to read independently.
•Model being a reader – let them see you reading, talking about reading. Guess what happened in my book last night…..
•Make time - protect this time - leave your phone in the other room! Try to give your full attention for 10 minutes.
•Make it easy - books by their bed, books in the lounge, take books on the bus. Join the library / visit bookshops - even if you don't buy anything!
•Model the strategies and praise children when you see them independently using them - try to do this on the turn of the page so it does not disturb the reading e.g. I like the way you ... made links, clarified etc
•Children should read books that challenge but also books that are comfort reads - what are your guilty pleasures when you want to relax?
Bedtime stories - Regularly read with your child or children at bedtime. It's a great way to end the day and to spend valuable time with your child
Match their interests - Help them find the right book - it doesn't matter if it's fiction, poetry, comic books or non-fiction.
All reading is good - Don't discount non-fiction, comics, graphic novels, magazines and leaflets. Reading is reading and it is all good.
Get comfortable! - Snuggle up somewhere warm and cosy with your child, either in bed, on a beanbag or on the sofa.
Ask questions - To keep them interested in the story, ask your child questions as you read such as, "What do you think will happen next?" or "Where did we get to last night? Can you remember what has happened already?"
Don’t stop reading together just because they are able to read by themselves, it’s more fun to read to/with someone.
Words for Life
For even more reading activities, click here to visit the Words for Life website. Here you will find activities designed for babies and for children up to the age of eleven.
Have fun! Why not bring some of the activities in to school to share with your class?
Stuck for what to read?
If your child is finding it difficult to know what they want to read, here are some websites you may find helpful:
Games to help Early Readers
Give kids a rhyme and have them come up with the animal, food, or place that’s on your mind. For example: “I rhyme with new. I am a (zoo).” I rhyme with log. I am a (frog).” “I rhyme with make. I am a (cake).”
This one’s very familiar, but there’s a reason it’s a classic. Spot something and tell kids what letter it begins with, then have them try to guess what you’re peeping!
This is a good car game to play when you hear the popular “I’m bored” refrain. Come up with several categories to write across the top of a page — plants, animals, things we buy at the supermarket, things you see on the road, etc. — and draw the alphabet down the margin. Now ask kids to come up with a word for each letter that fits the category. You might not fill in one for each letter in every category but it’s a good brain-jogger when you’re sitting still.
Perfect for kids who are practicing their alphabet skills, this game is all about collecting words you see around you. Give your children a notebook of “tasks” to fulfill, or words to find, as they look at their surroundings, such as “words that begin with D.” Encourage your kids to write down the letters in the words they see, then read the words aloud back to them. For children who’ve started reading, make it more complex with specific tasks like “words on restaurant signs” or “words with double letters,” and prompt them to read the words aloud on their own. Another great game for car rides.
One Letter Change-Up
This is great for school-age kids. Find a short word, four or five letters, and let kids come up with as many words as they can by changing one letter at a time (set a timer). For example: park – dark – dare – mare – mark – bark – bare – bars – bags – bogs – logs – legs – less (and so on).