Tell Me (children, Reading & Talk) with the Reading Environment

Product Information

While the meeting was held prior to the Kidderminster catastrophe, it’s safe to say that at this point supporter sentiment towards manager Veljko Paunovic has reached almost unanimous opinion. Fans have lost faith and belief and results give credence to this thought process.

A range of regular events to engage pupils with the joy and wonder of a wide range of text types, so they are confident, enthused and motivated to read for pleasure. Events include weekly virtual bedtime stories, Book Buddies, Mystery Readers, Book Weekand reading challenges. I know people are quite critical of the EFL, but I know of quite a few people you wouldn’t want near a football club who they have proven to be undesirables and not managed to acquire the club, ironically including another person who was involved in an energy drinks company trying to take over Morecambe about six months ago. They are doing their best and operating within the parameters of their own constitution, but the EFL of 2023 is a far more robust organisation than the one of 2018 or 2019. There is a new team in town, and they take their role seriously, as we’ve seen at Reading with all the points deductions. Storytelling - children in Receptioncreate their own stories. With the lights dimmed, and a roaring fire displayed on the interactive whiteboard, the children tell their own stories that are written in the class story book. They are thenacted out and brought to life in the classroom. The imaginative stories are usually based on favourite storiesand characters. Every week, parents in Receptionreceive a home learning letter containing focus sounds and words from the week’s learning with suggested games and activities to embed them. In this section Little and often is best. Try introducing a special daily story session where you can snuggle up and enjoy a book together, like at bedtime or bath time.

Find a Scheme of Work

Dialogic comprehension is an opportunity for the children to share and discuss their ideas as a group or class. Prompt their discussion, listening to responses and challenging as necessary. This includes aiming to improve literacy skills so that children are equipped to make the best start possible when they begin primary school. Story Time - children are read aloud to on a daily basis in every year group. This is for the children's enjoyment with the main aim of motivating them to read for pleasure. Additionally, it develops their knowledge and confidence to discuss a wide range of authors, illustrators, text types and genres. The children engage with the story as they are encouraged to participate.In Reception, the children enjoyperforming actions and joining in with repeated phrases as they listen to their favourite (and new) storiesagain and again. Active learning is also seen in Key Stage 1 and 2, where challenges are set during this time. These might include visualising the setting by drawing what they can imagine it looks like as the teacher reads, performing a 'freeze-frame' of an event in a chapter for a partner to guess, drawing a mood graph to show how a character feels throughout a chapteror recording words such as exciting adjectives that they would like to try and use in their writing. To move to the next book box, children must be able to blend words and recognise high-frequency words in the book box and within their phonic phase. The child should be reading with goodfluency and decode with 90-95% accuracy. They should be able to retell the main points they have read and answer simple literal retrieval questions. This is based on teacher judgement and supported by ongoing assessment. Meanwhile, the outgoing business has hardly been much better. The Reading academy continues to produce talented players at a remarkable rate but the club is not reaping the rewards this work warrants.

Picture books can be an ideal place to begin to develop deep thinking about texts. Because words are accompanied by images, everyone will have something to say. Pictures make it seem simpler and so children gain confidence. I would suggest starting with:

Core teaching approaches

Training the children how to have a good discussion also involves developing the following approaches. They should be ready to: reading with adults - All children read at least once a weekto a teacher or LSA. They read their Phonic Reader book that is decodable and matched to their secure phonic knowledge. This ensures they decode using their phonic knowledge and not by any other strategy. Richards’ departure came at the end of his contract while Olise’s low fee was largely due to him having just one year left on his deal. Long-term contracts were frequently handed to expensive new arrivals but the handling of young homegrown players’ terms has been much less committal. My team and I believe this settlement is just and will still enable us to be competitive as a football club this season and beyond. So, in the short-term, our aim is to fight for every point there is to fight for this season.

Phonics Readers-theseare fully decodable books from a range of reading schemes to introduce a wide variety of literature. They are organised in groups (book boxes) that match the teaching sequence of the 'Little Wandle Letters and Sounds Revised' programme. They are matched to a child's secure phonic knowledge, with the aim they can be read with 90% accuracy. This ensures childrenare reading with good fluency, comprehension and decode the words by sounding out and blending, and not by using any other strategy (e.g. the pictures). A child will keep their ‘Phonics Reader’ for a week with the intention of reading it daily to develop fluency and pace as recommended in the National Curriculum. The main focus is on oral comprehension, sometimes leading into writing. Depending on the focus, you can provide the core vocabulary and sentence stems that might be useful. Guided Reading - children are taught as a class. The lessons are planned to explicitly teach the comprehension requirementsof the National Curriculum using rich fiction, non-fiction, poetryand sometimes film clips for inspiration. Aspects of comprehension studied includesequencing, retrieval, vocabulary, explanation, prediction and inference which the children recall usingengaging dog characters in Lower School and snake characters inUpper School. Lessons involve the children working collaboratively to actively investigate text and record their learning in whole class Reading Journals. Digital library services also provide access to online materials, including audiobooks and ebooks. You can find out more about digital library services and resources with Libraries Connected. A Cambridge pupil's reading journey begins even before thechildren start school! As part of theirtransition into school, the children listen to stories with their new class teacher in small groups on Moving up Day. They are invited toa series of virtual bedtime stories told by theReception staff and key adults in the schoolduring the summer term. Each child receives a Summer Reading Diaryto note any reading they enjoy during the summer. This helps the teachers understand what stories and books the children like and sets an expectation that reading is a priority at The Cambridge.When children reach school age, they’ll also be able to access their school library where they can borrow books for free.