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Littlebourne
Church of England Primary School

Together we learn, achieve and grow

Supporting Learning at Home

Documents to help parents with their child's learning at home

There are suggested websites for many areas of the curriculum on the 'Kids' Zone' page under the link 'Children'

Promoting and Encouraging Reading

 

We are having an on-going focus on reading within school as it is the key skill which supports the children all areas of learning, as well as providing them with enjoyment and the chance to experience and think about situations and worlds beyond their everyday experience.

Once children have learnt to read the vocabulary on the page, they then go on to develop skills in interpreting punctuation as well as inference and deduction skills which help them to work out meanings behind the text.

All classes have daily lessons to teach specific reading skills; lessons focus on the learning of phonics in Emerald class, onto more fluent reading in Sapphire and then close examination and understanding of texts in Jet.

In order to practise their reading skills, children of all ages need to read regularly to an adult. For younger children the adult can support with the reading and explanation of new vocabulary, as the child’s confidence and skills develop the adult role is to discuss the text and ask questions of the child to really explore their understanding.

To encourage our children to read regularly, all children are issued with a bookmark with 24 spaces on for an adult signature. When your child reads to you at home, or reads to themselves and discusses the book with you, please sign their bookmark.

 
When a child completes their bookmark they will be presented with a new book in a Celebration Assembly.

Below you will find a list of possible questions to help you with conversations about your child’s reading. They are not intended to be used all at once or every time you read with your child. Use them at your discretion and where they are appropriate.

 

Questions to ask before you read: Look at the pictures and predict what you think will happen in this book? What makes you think that? What characters do you think might be in our story? Do you think there will be a problem in this story?  How does the topic/story relate to you or your family?

 

Questions to ask during the reading: What do you think will happen next? What can you tell me about the story so far? Can you predict how the story will end? Why do you think the character did _______? What would you have done if you were the character? How would you have felt if you were the character? (use different characters).  As I read____________, it made me picture________ in my head. What pictures do you see in your head? As you read, what are you wondering about? Can you put what you’ve just read in your own words?

 

Questions to ask after reading: In your opinion, was it a good title for this book? Why or why not? Were your predictions about the story correct? If there was a problem, did it get solved? What happened because of the problem? Why do you think the author wrote this book? What is the most important point the author is trying to make in his writing? What was your favourite part of the story? If you could change one thing in the story, what would it be? Can you retell the story in order? If you were __________, how would you have felt? What is the most interesting situation in the story? Is there a character in the story like you? How are you alike? What was your opinion of this book?

Presentation of Learning

Sapphire and Jet classes have also drawn up lists identifying what is expected by the teacher in all pieces of writing. These lists include statements on features such as

  • Using a blue handwriting pen or a sharp pencil

  • Copying the date and Learning Intention from the board and underlining them

  • Using a capital letter and full stop (or question mark / exclamation mark) in a sentence and a capital letter for proper nouns.

  • Including adjectives to make the writing more interesting.

  • Including a range of punctuation such as commas and speech marks where needed

  • Using word lists or a dictionary to support the correct spelling of words

  • Reading through completed writing and making corrections to improve the overall standard

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