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St Mary's Church of England Primary School

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St Mary's Church of England Primary School, Yew Tree Road, Slough, England, SL1 2AR

Awards

Awards

 
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Attendance
  • Nursery: 90%
  • Reception: 93%
  • Year 1: 93%
  • Year 2: 96%
  • Year 3: 96%
  • Year 4: 97%
  • Year 5: 95%
  • Year 6: 96%

Support for Reading with your Child

Support For Writing Comments About Your Child's Reading at Home 

To build a realistic picture and encourage your child appropriately, it is essential for both parent and teacher to have an open and honest dialogue and as such, it is important to record both positive and developmental comments.

Below are some example comments which may help you when writing in your child’s reading record book to describe how your child has read to you at home.

 • Read familiar words independently.

• Segmented (broke down the sounds in the word) and blended (put the sounds together to say the whole word) some words they weren’t sure of.

 • He/she could recognise the (oa, igh, ee etc) phoneme when reading the words.

• Showed a good understanding of the text by answering questions.

• Able to predict what happens next.

 • Used their phonics to read new words.

• Discussed the story.

• Used great expression.

• Self-corrected themselves independently.

• Read with fluency.

• Remembered many words by sight.

• Could recall words previously read.

• Could read ‘Tricky Words’/ ‘Common Exception Words’ within the text.

• Struggled to blend in order to read the word as a whole.

• Struggled with the (oa, igh, ee etc) phoneme.

• Guessed the words.

• Needed some support with . . . . .

 • Struggled to understand what the text/story was about.

• Was not engaged with this book.

 • Used the punctuation well (Paused at full stops, paused at commas, used expression for exclamation marks etc..)

 • Was able to relate what they had read to own experiences.

 

Common Terminology Used When Teaching Children to Read 

Reading Terminology

Definition

Fred in head/blending

Combining all the letters in a word to read the word.

Segmenting

 

Breaking a new word into the sounds to read the new word.

Fluency

Reading with speed, understanding and accuracy.

Comprehension

Understanding what is read.

Words per minute

 

Children reading less than 90 words per minute struggle to understand what they are reading.

Prosody

Reading with expression through

noticing punctuation devices e.g.

Full stop (.)

Question mark (?) to show a question is asked.

Exclamation mark (!) to show an

exclamation.

Speech mark (“  “) to show characters speaking.

Ellipses (…) to introduce suspense.

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