Reading  and Writing

 

Reading

In the early stages of reading we use a range of books which are easy to decode using the children’s developing phonic knowledge. We do not use one particular reading scheme as we believe that children will become excellent readers by being exposed to a rich range of literature by fabulous authors and illustrators. These books are however banded by level of difficulty and children choose books from an appropriate selection. Reading progress is monitored using ‘Benchmark’ reading assessment which assesses word reading and comprehension. Extra support is offered to those children not making the expected levels of progress through one-to-one support with a trained reading intervention teacher, Better Reading Partnerships as well as through regular daily reading sessions.  Guided Reading is taught daily in class.  This focuses on reading comprehension skills and reading strategies.  The children, according to their reading ability, participate in a carousel of activities during the week.
 

 Reading Recovery

What is Reading Recovery™?

Reading Recovery is a highly effective short-term intervention of one-to-one tutoring for children in Year 1 and 2 who are not catching up with the complex set of concepts that make reading and writing possible.  Pupils receive half-hour lessons each school day for a period of approximately 12 to 20 weeks with a specially trained Reading Recovery teacher. 

We currently have one trained Reading Recovery teacher, Mrs Claire Jacobs.  She has followed a training programme which entailed regular, fortnightly training sessions which focused on and developed her understanding of different aspects of the Reading Recovery lesson and the principles behind it.  Mrs Jacobs is trained in delivering specific assessments related to key principles behind reading and writing for children between 5 years and 9 months and 6 years and 3 months. These results are then analysed to identify individual children to receive formal instruction in Reading Recovery.

Lesson Structure

Each lesson gives children the opportunity to practice their reading and writing skills.  The teacher enables children to succeed by using their prior knowledge of reading and writing, and building on further strategies and skills throughout the lesson series.

How can parents help?

If your child is receiving reading recovery lessons, your cooperation is invaluable.  Your child will be bringing home a new familiar book to read to you and the cut-up sentence to re-assemble every day. Please read with your child and make the cut up sentence every day.  If your child cannot read a word, direct them to look at the picture or think about the story to predict what that word could be. 

Your child benefits enormously from your help and you are incredibly important in being a contributor towards their progress and achievement.  

If you have any questions regarding Reading Recovery then please contact either Mrs Jacobs.

To find out more about Reading Recovery please visit the website below:

http://readingrecovery.ioe.ac.uk

In addition, we offer BRP (Better Reading Support Partners) as a ‘light touch’ reading intervention for pupils in Years 1 to 6 who have fallen behind at their reading.  Specially trained BRP assistants deliver a short one-to-one support programme to help them develop independent reading and comprehension skills so that they can make faster progress and catch up with their peers.

Writing

Children will be given opportunities to write from their very first visit to school. In Reception, early ‘play’ writing is encouraged by the use of the role play area and by the provision of different writing materials. At Eastchurch we teach a cursive handwriting style, beginning with single letter formation in Reception leading to joining letters together in Year 1 onwards.  The approach to writing begins with ‘talk for writing’ where children participate in speaking and listening activities to initially develop their ideas, followed by shared writing sessions which then lead into children having the opportunity to write independently. The children are actively encouraged to write for different purposes, which makes the experience relevant and meaningful.