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

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supports schools to evaluate their teaching of reading from reception to year 9, and to identify how to improve provision if weaknesses are found Home learning - parents are expected to hear their child read daily even when they are fluent readers. There is guidance for parents in the Reading Records and weekly letters.Parents are encouraged to record all reading experiences in the Reading Record which are counted towards the half-term reading challenges. Not reaching an agreement on the value of the club with Dai Yongge (also an issue for other interested parties in the US) Don’t be afraid to re-read - returning to old favourites can be really beneficial, as new things can be discovered each time.

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 When starting school, parents of children in Lower School, receive a reading bookletand reading record with information on supporting early reading development. Thebooklet also includesquestions to support the development of comprehension skillslinked to the reading dog characters. The Upper School reading record includes helpfulinformation and questions to support comprehension skills linked to the snake characters. 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. 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.The approach to teaching depends on selecting a worthwhile, challenging text. If the children can already read and understand a book, then nothing new will be learned. The movement from dependence to independence stretches across three phases:

With this in mind, we spent six years developing Talk for Reading. We worked with schools that have high attainment, despite serving challenging areas, to figure out what they were doing that was so effective. It focuses on three core aspects: a. A very positive reading culture; Reading is an extraordinary form of abstract thinking in words, images and feelings. Potentially, it provides a lifetime of enrichment that binds us all together as one human race. Everyone loves a good story.

Picturebooks

E xpand on their answer. Add some new information to it, or rephrase it in a new way. If, when you evaluated their response, you deemed it incorrect or insufficient, you could provide some new information to help them see things differently. Reading as a writer – once the children have a good understanding of the text, the class can consider how the author created certain effects. For instance, we might be thinking about how a persuasive argument is structured and how the key points have been made so persuasive. On Monday afternoon STAR released a statement requesting an "urgent" meeting in the next two weeks with the Chief Executive and Finance Officer. The response to this very necessary request will prove telling. 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.