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.
 

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.

Resources:

Helping your KS1 child with reading

Helping your KS2 child with reading

100 recommended reads for:

ReceptionYear 1 and 2Year 3 and 4Year 5 and 6

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.