Reading

Buster’s Book Club

The scheme works by setting targets for how many minutes each pupil should aim to read at home. This can include reading to themselves, being read to by a parent, or even listening to audio books.

Simon Dolby, chief executive of the KM Charity Team, said: “Each class takes a hands-up survey of how many pupils have reached their target, and they then receive a sticker.

“Additionally, the most enthusiastic participants fill in a bookmark telling us how many extra minutes they have clocked up on top of their target, which is verified by a parent’s signature. At the end of the week, the winning class is celebrated in assembly with the presentation of a giant certificate.”

Buster’s Book Club is being funded by Kent County Council, Orbit South, Golding Homes, Leeds Castle and the Thistle Hotel at Brands Hatch.

 

Reading and Spelling at The Craylands

At The Craylands School, we have a variety of different ways in which we teach and develop reading.

We expect the pupils at The Craylands School to read regularly at home. This should be recorded in the reading record books that the children are given each year. If their reading book is too difficult, it will still be beneficial to share the story, but then a note in the reading record will ensure help in choosing a more suitable book to read next time. Research shows that this sort of help given at home has a major influence on reading development. Children have an opportunity to change their reading books every day. The older the children get, the more the responsibility lies upon them to change their book when given the opportunity. The class teacher will check a child’s reading record regularly, sign it and make comments where appropriate. For those of you with children who are fluent in their reading, please click on the link below for guidance on how to question them on what they are reading.

Reading with the Fluent Reader bookletAdobePDF_Icon

Guided Reading

A timetabled guided reading session is in place every day throughout both key stages. The sessions last for a minimum of 20 minutes per day. The children are grouped according to their reading ages and levels. These sessions focus on asking questions to develop the children’s comprehension skills. A range of assessment foci are covered. These include:

AF2: To understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to textAF3: To deduce, infer or interpret information, events or ideas from textsAF4: To identify and comment on the structure and organisation of texts, inclunding grammatical and presentational features at text levelAF5: To explain and comment on writers’ use of language, including grammatical and literary features at word and sentence levelAF6: To identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the readerAF7: To relate texts to their social, cultural and historical traditions