Reading
At Newlands we want children to develop a love a reading that enables to be life long learners. We believe that part of developing a love of reading is to expose children to a wide range of texts and authors. We knowledge how hard it can be for parents to find appropriate and varied texts to read with their children. Below are recommended reading lists published by the Hampshire Library Service.
SLS 2021-22 Recommended Reads Year R
SLS 2021-22 Recommended Reads Year 1
SLS 2021-22 Recommended Reads Year 2
SLS 2021-22 Recommended Reads Year 3
SLS 2021-22 Recommended Reads Year 4
At Newlands we want children to develop a love a reading that enables to be life long learners. We believe that part of developing a love of reading is to expose children to a wide range of texts and authors. We knowledge how hard it can be for parents to find appropriate and varied texts to read with their children. Below are recommended reading lists published by the Hampshire Library Service.
Early Reading
Children at Newlands are supported in their early reading through the teaching of phonics. We teach the children phonics through Read Write Inc. Our guide to phonics can be found here.
Post Phonics Reading Ideas
Each week, your child needs to read aloud to an adult at home. This doesn’t always have to involve them reading and you listening. Every child is different and what works for one will not work for another! As long as the discussion or activity you complete links to reading, I am happy for you to adapt and manage the time to suit you and your child. Variety is the spice of life so below is a list of activities you could try with your child.
- Listen to them read for the majority of the time
When you do this, ensure you can see the text and check they are 100% accurate with their observation of the punctuation, are not missing or adding words and are producing the right tone to support the meaning of the text.
- Read to them
Hearing quality writing read perfectly, with good tone and intonation, really helps the child to ‘hear’ the effect the author is trying to present within the writing. It also allows your child to connect unfamiliar vocabulary with its printed form. For this to work well, it is vital that your child is reading the text with you as you read aloud.
- Author study
Find another book by the same author and read the first paragraph or page. What makes the content similar or different to the book your child is reading? Are there any grammatical features which are common in both books?
- Compare themes
Do any of the themes in the book remind you or your child of other books they have read? Can you find examples in the other book to support your ideas?
- Change the vocabulary
Choose a section in the text and discuss which words could be swapped to change the effect of the meaning the author is trying to create. Brainstorm synonyms and antonyms or try playing ‘word association’ to help your child develop a wider vocabulary.
- Look at the grammar
Every sentence has been written for a reason. Discus why the author has used a simple sentence or a complex sentence or why they have repeated the same word several times. Everything has been done for a reason, why? How would changing it make it better or worse?
- Picture books
Picture books are amazing! They contain very little text so every word really matters. Can your child tell the story just from the pictures? Could they explain the moral or the message in the story if they haven’t seen the pictures? Do the picture support or contradict the text? Why?
- Magazines, internet, dictionaries and instructions
Reading doesn’t always have to be from a fictional book! Share a favourite magazine or webpage and discuss what you’ve both read. The conversation and the inference is just as important as the reading. The children love to play dictionary games (hence their obsession with ubiquitous! Sorry!). Choose a letter or a page, what is the longest, shortest, craziest word you can find? How could you use it? What is the opposite? Can they say the word when you are having dinner without the other adult or sibling noticing it? Instructions are great for ordering and inference as they are often so vague! Think about what would help here or what should be added or taken out.