How much do your YR read?(69 Posts)
I have read on here about people's 5 yr olds having finished the ORT series. My daughter is 5 with a December birthday and in YR. She is a bright little girl and currently on Stage 5. We read every night. Her books are changed M,W,F and we currently read one a night unless it's a tricky one. School issues the ORT books including wrens, sparrows etc, then we do snapdragons and then fireflies (so tedious). It takes a while to get to the next stage. I am just interested in how much others read and what they read. I thought my daughter was pretty able until I read what other peoples children are doing on here. I also thought we read quite a bit but now I'm not so sure. Our school is v small (49 pupils) and rural so we live in a bit of a bubble so I was just wondering how much others do?
I read with my DD for at least 5-10 minutes a day. We do a book a day, and then at weekends or days when I'm not working I do a bit of phonics with her. (I try to fit phonics in because the school
are crap at it give it a lower priority than I would like).
The school use a mixture of schemes and don't place the children on bookbands or particular levels, but DD is somewhere around blue level- not sure how that compares to ORT. I think she's ahead of most of her class
see my earlier comment about phonics.
my daughter is in reception and is 5.5. They don't have to read every book in a level at her school unless they NEED to.
She started school able to read and they had her on level 5 straight away having assessed her reading ability and placed her where they thought she was (it was right - she was on level 6-7 at home so 5 was where I had hoped they might put her) She read nearly 30 books at level 5, over 20 at level 6 and then has done fewer at the higher levels because once she had the confidence to read with expression at school she could already do the actual word reading so they moved her up quicker. she is now on book band 10 and reading early reader/simpler/shorter chapter books at home. she has read about 70 books from school since the autumn. Complete mix of Biff Chip and Kipper, fireflies, snapdragons, Jackdaws, sunshine spirals, Ginn, New Way etc so lots of schemes and varieties.
She normally reads about 20/25 minutes a day. If she has a school reading book then unless it is a Jackdaws one she will read all of it in one go as I think part of being on the longer books/higher levels is about increasing their stamina. She gets 3 book changes a week. Often she will then read a 'home' book at bedtime in addition to her school reading book and obviously on the days she hasn't had a school book change she reads anything she wants off her bookcase.
Schools are very very different with how they approach things. My daughter's school don't rush them through at all, they are very careful to make sure they are ready before moving them up BUT they also recognise there is no point making a child read every single book at a level just for the sake of it.
Ignore all the talk on here.
I always aimed for 10 mins a day, 5 times a week. It increased as they got older, but varies day to day depending on the book.
I have found that they learn at different speeds. At one point DS1 skipped an entire level. Both dcs have been moved to the end of a level on occasion.
And always remember, being an early reader does not mean they will always be ahead. DS1 was several levels behind a classmate in Reception (she was reading Enid Blyton when she started school). He is now ahead of her in literacy (year 4).
The key thing is to be consistent and to enjoy it.
Level 5 is very good for reception. my daughter is unusual (and the oldest in the class). I THINK in her class of 30 there are a couple on level 8, her on 10, one on 6 and perhaps a couple of others around 6ish but most aren't.
Periwinkle007 - how on earth do you know?!
Seriously? I know of one other child in my dd's reception class of 30 and that's because her mother is my friend.
Do you rifle through the book bags in the cloakroom? Or invite them to play and pounce on the book bag then?
DD is unusual I think, not by her ability in reading (which is good) but her obsession to read.
She reads aloud to me for 30 mins a day (more at the weekends- but not in one go iyswim) but she can sit there and read to herself for over an hour.
Stage 5 is very good for reception. There are 7 kids at stage 7 in DD's class (I know because she tells me). Other than that I don't have a clue what the majority of kids are on. There are 2 kids on pink (I am friends with their mothers).
I think a lot of this depends on the schools approach. I have dts in reception, diff classes, both top end, both on blue. We read most nights unless too tired and also have books m,w,f, phonics is taught v v well so i leave them to it. I can't honestly say they have been challenged by any school book (apart from a serious of tedious poetry books which i struggled to stay awake through, dull, dull, dull) but the school are reluctant to whizz them through as children need to practise expression, build sight vocab etc. i only read school books once with them and they don't need help. So while school have them on blue, ds read chapter 1 of fantastic mr fox easily this weekend... There's no way they'd put a yr child on stage 10 at my children's school and end of ks1 reading results are usually 90% at level 3.
I have decided to treat school book levels with a pinch of salt and carry on enjoying more interesting stories with them at home!
I would separate what your child can read from what level of scheme book she's on. Schools and teachers have their own reasons, resources, politics and preferences, none of which might have anything to do with what the child is able to do. (And I wouldn't restrict this observation to reading alone, but to the whole of school life.)
Babiesarelikebuses - why wouldn't they put a reception child on stage 10 if that was where their reading level was?
Because one persons reading level is another person's schmeeding level.
DD (age 5) has finished the school reading scheme so she chooses her books from the school library. Some days she chooses picture books, some days she chooses great big novels. I don't mind either way, I know she can read, I think there is far more to get from a book than how difficult it's words are (once you are a confident reader)
There's no need to think that difficulty in reading begins or ends in school. James Joyce and Herman Melville and Linear B are proof that it doesn't. Reading is as tortuous and difficult as you like, for ever.
The only question is: What do you want to gain from reading, ultimately?
I help out with reading in reception and none of them are on these high levels, because they seem to do it a little differently.
I think it is because they really really stress the phonics, so they send home phonics books and phonics flashcards and tricky word sheets etc etc.
We didn't even get reading books until Christmas and dd knew all her basic phonics before she started school.
She is in the top set and going along in leaps and bounds etc, but she isn't on a high level ORT book. Instead they have jolly phonics books which are very weird stories with all the words based on the phonics they know. They seem hard to me, because of the strange words, but she can read them. I think she could read ORT level 5 or 6.
I think the schools approach is to stress the basics, rather than stress the books. Not sure if this is a good thing or not, it is different to how ds and dd1 learned, so I am watching with interest. But it is certainly feeding into their writing and spelling, and when they come across these difficult words, they can decode them very confidently.
I think it is impossible to compare over the internet, because schools use of language varies. I have seen so many people say their child is ''off the top of the school reading scheme'' or a ''free reader'' when they are in reception. In our school, that is a level reached at year 3/4 or above. A child off the top of the scheme is one who is at Harry Potter reading level. In another school, it may mean they can read ORT level 12. That is 2 very different levels, and without knowing the schools definition, I think it is hard to compare.
FWIW, I have helped in a couple of schools and I think that mn kids are obviously all in the top 25% of reception classes.....
I have a September born dd, now in y1, who could read when she started school. She read a few books at each level from 7 ish upwards but then was left to choose her own Christmas onwards. I rarely heard her read at home but she read (a lot) to herself, mostly Rainbow bloody fairies.
Dd2 is July born and in reception now. I don't think she is reading every book on each level but is only on level 3 or 4 I think. She is usually tired after school so we don't often listen to her read but do read to her most nights. She is only 4 and will def learn to read in her own time, so if she isn't keen to read to me everyday, I'm not going to force her. Her teacher is happy with this.
DD had the God awful jolly phonics books (which are wrist slash able IMO) but luckily she has come off them now...
Also the point about a reception kid reading HP comes down to maturity (which comes with age) so a reception child could cope with Fantastic Mr Fox etc but not HP possibly as they are not mature enough/got enough life experience iyswim. But it does not mean they can't be a free reader. But I guess each schools definition of a free reader is different (in my DC school it is when they have got to stage 11).
Message withdrawn at poster's request.
Op a lot of stealth boasting happens on this website and it frightened the life out of my when ds was in reception.
When ds was in reception, most of the children ended the year on level 2 or 3. A few would be a bit better or a bit worse than that. Your dd is doing very well to be on level 5 at this stage.
It doesn't have to be stealth boasting, a school with eight yellow reading books and only eleven children in its entirety will have different progression rates from one with four hundred and fifty children and ninety six yellow reading books stretching back as far as 1950, with an "every child must read every book," policy.
DD is in a class of 90 so very different to the standard 30 iyswim.
We don't always read DD's school book but as long as she reads something IMO it does not matter really...
I think schools can divvy the children up, at least I hope they can, otherwise some Reception classes in London will have about 180 children in them. I know you can bulge classes, but, unlike stomachs, Reception classes can't stretch indefinitely.
Wow what a lot of interesting replies. I will be interested to see how my dd progresses. My ds1 is in yr3 and an august birthday. He did not progress quickly like my dd but he is an avid reader now (we have just finished reading the last Harry Potter) and so I don't think it matters. I just hope we manage to instil a love of reading in her too.
DD is in a bulge class this year (90 instead of 60) but they are all in one massive room with the correct ratio of extra teachers TAs etc...
Next years reception class is going back to the standard 60 so DD's year will be the only year group with 3 classes in it...
It is a very able year group (DD's year) and they have been doing year 1 numeracy for a few weeks now...but numeracy (like phonics and literacy) is split into ability groups to cater for all the year group.
Jenbird - my DS is in yr3 also with an end of Aug birthday (who did not progress amazingly quickly) and he finished HP a couple of months ago (and to be fair it really pushed him)
DD in reception is end of Jan birthday and it makes a big difference I think...
My Dd1 is in the Scottish equivalent of reception. She is 5 and just learning to sound out cvc words. We practice reading for 15 mins every day. Just to add a bit of balance to the thread!
dd was still 4 aat the end of reception. she was reading white band level. she read nearly everyday and several books a day. she cried if we had to stop hearing her read. she reads everything with print on...
ds on the other hand is not really ready to read much yet. he does not read much as it is a real effort to sound out a few words and remember the previous word in a 2 word sentence. he is also still 4. i am a little bit worried about it, but know really that he is still four and it is not yet a big deal.
ps. dd had to read though everry sodding book on the scheme. reading the parent instructions at the beginning and end of the books waas the only challenge for her. she had been capable of reading the books provided a year earlier, or more. (it took a long while to go through those books)
oh and ds has books that are too hard for him at the moment. can't win.
Schools have very different approaches to reading. My DS2 is in the middle level reading group in reception and he is on level 5, but I think he would be much better off on level 2. He can just about get through the level 5 books with quite a bit of support, but I think he would enjoy easier books more, and this would be better to reinforce the phonics rules.
DS1 was at a different school in reception, and there they went much more slowly through the reading scheme, so that very few ended reception above level 2 or 3. I overheard DS1 (now in y3) and his friends from his old school (who were on level 2 at the end of reception) chatting about what Roald Dahl book they like the best. They are all keen and fluent readers now.
The point is that it really doesn't matter. Schools do things differently and children progress at different rates. But provided there is no underlying issues, it evens out by the time they are in y3 or y4. OP - it sounds like your DD is doing really well, if she is comfortably reading level 5 at this stage.
Don't take any notice of all the talk on here . . . it is not . . . ahem . . . representative
My DS2 (in year R) is a fantastic reader (better than my DD was at that age and parent helpers always used to come up to me and say how good she was with this sort of face ) and he isn't through all the ORT books yet. There will be kids in his class who are still struggling with a, b, c.
I don't feel that being finished with ORT is a sign of anything much.
I would say however that although my DS2's reading is fab, his comprehension isn't as advanced as his reading, so there would be no point putting him on to Harry Potter or anything - your DD may be different.
Just get your DD some books that she will enjoy to read at home.
Iamnotinterested - I have better things to do than rifle through book bags thank you and we aren't even allowed in the school building so that would be impossible should anyone even want to.
no I have the rough info I have (I did say I THINK not I KNOW) because I had an in depth discussion with the school about my daughter due to her visual processing issues. It happens to be the case that my daughter and the other particularly good readers are a literacy group working on different things to the other literacy groups. My daughter is also one of those who talks about school a lot. I have spent a lot of time in primary schools over the years helping out and most of the time the children in the class know exactly who is good at reading, who is good at maths, who is good at PE, who tells good stories, who draws the best pictures or makes the best models etc and they know what they can do. My daughter is very observant and many of the kids in her class know which children choose books from the boxes outside the classroom rather than the ones inside the classroom which are the majority. It isn't rocket science.
It doesn't bother me where the others are, she can read very well. It was a comment for information for the OP that out of 30 children only a minority are on higher levels and that level 5 is very good for reception. I actually would prefer she wasn't one of the best unless there are a decent number of them as if there isn't a good group of them then they won't be challenged in guided reading because it will always be easier for them.
Presumably the children only know who's good at reading what they're given to read. Some children might be excellent at reading Aleksandr Solzhenitzyn in Russian, but the children wouldn't know it. The book level the children are on might have more to do with how insistent their parents are than what the children can actually read.
well yes to a point but equally they do tend to know who can read things on the wall etc, who can read written instructions. anyway I did only say I THINK in the first place so what is all the fuss about.
OP, I wouldn't take seriously everything you read on t'internet...
Early reading is indicative of, eh, early reading, not particularly anything else. Literacy is a marathon, not a sprint.
Now my dd is towards the end of Y1, I can say that my experience is that the school reading books are great at the beginning but by the time they get to level 5 or 6 there is so, so much more variety that they can read.
The reading scheme books should just be stepping stones to reading, not a whole thing to angst about in themselves.
very true christinarosetti, once they get to 5/6ish there are so many 'normal' storybooks they can read themselves which are much more fun. reading schemes used to stop at about level 6ish I think which was far too early as obviously there is a lot to learn beyond that but it is a good indicator that once they are at that level they can read lots of other books and can try anything. For me it was important that my daughters felt they could just pick up anything and give it a try - junk mail flyers through the door, the tv channel information, a story that they liked the look of, signs on shops etc.
I'm not Cute, Not Now Bernard, Where's my Teddy, Annie Rose is my little sister, Mr Pod and Mr Picallili, Peace at Last. They are an example of books around level 5/6ish which you will certainly find in the library. I'm not Cute was in one of the bookstart packs I think if I remember right.
I think a problem might be that if you're not switched on to reading books in general, as a parent, you might get misled into thinking that the school reading books are all that your child can read. The drip, drip format that those books come in could give the impression that that's all the child is capable of. (That mistake isn't only true of reading it's true of all school subjects.) And anyone who's not careful can end up saying, when school is finished, .... if only I'd done more ....
yes Learnandsay and for families who don't have much experience of some of the wonderful children's books out there then children MIGHT think Biff chip and kipper are as exciting as it gets which is such a shame when there are really so many books which are truly enjoyable and have much more varied language.
But then isn't that the point of reading schemes? Just like the quiet roads that driving instructors take their pupils out on aren't representative of real life driving conditions. Like the scheme books they're chosen deliberately. I don't think you can expect someone who has only ever had lessons to drive as well as someone who also had a year out on the road with family and friends. In the same way that a child who has only read scheme books from a large scheme in scheme order probably won't read as well as one who has read everything printed she could lay her hands on.
OP I'm another one who thinks you should take the extraordinary achievements mentioned on here with a large pinch of salt.
Level 5 is great reading for Reception. You sound like you're doing a great job reading with her each night. Keep reading exciting stories to her as well. All good.
Also my experience with 2 dcs and reading so far is that at a certain point they appeared to plateau with reading, with no discernible progress for aaaaaages and then suddenly were reading properly iykwim?
Gosh!! I am genuinely shocked by this. My Ds is in in reception and on stage 2 red there is no one in his class on anything above a stage 3!! I help in a yr 1 class and I help with reading and no one is above level 5. Our school is a very good school but they only read the level that they can cope with and we often have letters about parents competing against each other as to what reading level there child is on. The school will only send home a book lower than the level that the child is on at school so they can read it confidentally and I can honestly say that the attitude to reading in the school is amazing and the kids love it as there is no pressure!!!
At my school they don't have to read all the books on the level before moving up, that would be tedious!
Some levels mine have skipped all together.
Very unusual for all kids to still be on level 3 at this stage reception you would think some would be ahead of this
>> I help in a yr 1 class and I help with reading and no one is above level 5.
I am genuinely shocked by that! In my daughter's Y1/2 class, most of the children were higher than that at the beginning of the year (about a third were not).
Also, I think my daughter would be very bored if she were still having to read level 5 books at school. No pressure has been applied - she just happens to like reading and is quite good at it.
To add some balance here. I listen to readers at my DDs school.
Our current YR class:
- still has ~3 children who cannot read the word 'can'. (I think this is due to mix of lots of time off / young in year / lack of parent showing any interest)
- ~5 on pale blue (sorry don't know the ORT equivalent)
- everyone else on a range in between these two.
My DD is in y3. The best reader in the class is independently reading HarryPotter4. My DD (probably 3rd quartile), sort-of independently reads Horrid Henry. One of the children who was one of the weaker readers start Y2 is now in the top 5 for the class.
- 10 minutes a day, even in the holidays.
- If school doesn't change frequently enough for you, suplement with the local library.
- it's not a race, it's a journey
- don't push them too fast, they need to get the basics
- don't believe everything you read on mumsnet about reading levels!
I think though there is a common misconception that those on higher reading levels need help and therefore shouldn't be there. We need to remember that a child who was 5 on September 1st quite possibly CAN be reading at a higher level than a child who won't be 5 until August 31st (and no age doesn't always come into it but it often does at this stage in education). If the same child had been born 20 minutes earlier they would be the youngest in Yr1 and therefore people wouldn't think anything of them being on the same reading level.
If my daughter needed help with reading her school books I would be the first to say they were too hard for her, in actual fact I sometimes help her with 1 word in an entire book, she does the rest herself, sounds them out if she needs to (rare), asks what some words mean etc, she understand its all, she can predict what might happen, offer opinions on it, relate it to other things she knows or has read etc. so she is capable of doing the things she needs to be able to to do to justify being on this level of reading book. If she was still bringing home level 3 books we would be skipping through them and then she would be reading her own books. it would be a pointless exercise for her and therefore wouldn't be furthering her education at all.
I think if a child is keen, wants to do it, enjoys reading anything and everything then it isn't pushing them to let them progress appropriately. If a child is reluctant and it is a struggle then noone should be making them do harder books. Surely though we know our own children (and so do their teachers) and therefore they MAY genuinely be reading at a higher level than the average, that is after all how you get an average.
Also, its not just can they read the words. Can theyunderstand the characters and their motivation and emotions, can they understand the punctuation, do they know what chapters, paragraphs, contents, etc are for. Do they read non fiction and fiction, can they use an index, can they understand how a library system works. All of this is important.
My dd is on the highest reading level in her class, she could easily read the next level but she doesn't always understand the characters emotions as she has the has the empathy of a five year old which you would expect as she is five! There is a lot more to it than jutting reading the words in my view
some of them DO though givemeaclue. My daughter reads both fiction and non fiction as well as history. She uses chapters, paragraphs and punctuation in her own writing, she uses contents pages and index to work out where something is in a book and find the bits she is especially interested in, she looks things up in a children's encyclopaedia, she offers opinions on why someone might have done something in a book, what the author might have based the story on, why the illustrator drew things like they did and how she would have done it herself (her version is nearly always better obviously!) and she genuinely DOES understand at a higher level than you would expect of a 5 year old.
Exactly the point I am making, your dd can do those things, but many can not aged five so even if they can read complex words they are not able to understand books that are more complex.
Some people find the reading levels a race, there I so much more to reading than just recognized words, all of the things you mention your dd is able to do for example
We read for about 10 to 15 minutes a night. By MN standards DS is struggling as he is still on red level books, but he can pick up pretty much anything now and have a good go at reading it.
We read his school books once each, and he chooses some from the library to read as well. He gets 3 new books from school once a week.
I think you are right to think your DD is very able OP!
Periwinkle, I mean your dd has much wider skills than just reading words.
In answer to the much earliervquestion im glad my dts are not reading level 10.... There is no challenge in terms of decoding the words but it def gives us chance to work on pace and expression and ds has asked loads of questions about punctuation which im sure he wouldn't with a harder text. Also he feels so confident as it's easy and he can be a delicate little flower if pushed too far! The school very much takes a steady approach and encourages non scheme books. He has no idea or interest in what the other kids are reading but another mum helps and says others all on red and yellow - and it's a high achieving school. Also content wise level 10 not geared to age 5. I teach at same school and have prevented 9 yo reading l16 as lots about war and complex emotions in there. Your library is a much better bet and at least the characters there have real names!! Fwiw op your child would be top of 90 at our school!!
My dd2 is 5 and in reception. Her teacher really isn't one to rush them through the levels at all. Dd2 is on stage 3 ort and is one of the highest in her class. She reads these books easily and I know that she could manage stage 5 or 6 as we have a few at home but there's no point in arguing with her teacher as it wont get you anywhere, she is a real believer that a child should be able to read their books easily so they get the most out of the story? maybe she is right. Dd1 was on stage 5 at this age (different teacher) but was definitely no better at actual reading. It really depends on the school and the teacher and you can't compare.
DD can also do the things periwinkle's DD does, so it is possible in reception. She is late Jan born so not one of the oldest in her year.
She can tell me which word summerises how a character is feeling ie "Tom sat sobbing in the corner" she can pluck out the word sobbing to tell me he feels sad. She can also tell me which sentence the illustrator has drawn etc...
However, I agree that some of the higher level books are not necessarily suitable for an able 5 yr old reader. Her school are very good at finding suitable books for her.
In also read with yr1 kids and at the beginning if the school year, only a handful were on blue, a couple on yellow and the majority on red. But now most of them are on stage 5/6 with a couple on stage 9/10.
The majority were on red at beginning year 1? How can that be?
Don't have a clue...
It does not seem to be an amazingly high ability year group (I read with yr2 as well) but they are all doing pretty well now.
Tbh last years reception teacher is not the best (DS had her) luckily DD (now in reception doesn't!)
If some children were on quite high books and the majority were on red that might say a lot about the parents at either end of the scale. If my daughter was still on red books now I'd have boycotted the reading scheme long ago.
There's no such scheme, but if there was an ORT/OMT for maths and my daughter was still on "my first numbers"/red level now, I'd boycott that too (mixing this thread with one about why we don't go on like this about maths. The reason is there's no maths scheme to moan about.)
I find the idea that any child who is on a high level compared to their peers must somehow have been rushed and pushed and had their reading development harmed in some way a bit odd. It is not a race. Some children reach the end point (fluent enjoyable independent reading) earlier than others, that is all, and many do so quite naturally without needing to be pushed or even particularly encouraged to do so. Just like some kids of five can hit a ball with a racquet and others can barely swing the racquet in the right direction and don't fancy doing it much anyway. There are differing speeds of learning and levels of aptitude in most things. This is the human condition, but I don't see how holding a child back at a level that is too easy will enhance their experience of reading any more than taking the ball and racquet away from the sporty kid and telling him that everyone is still learning how to throw a ball in a bucket would be beneficial for him.
Also, if my daughter had still been on red at the end of Reception I would simply have ignored the reading scheme as lands says. It would have been a huge waste of time to bother with red books when she was perfectly capable of independently reading and understanding Gobbolino the Witch's Cat etc and maybe asking me about a word or meaning once per chapter. I didn't mind her being on orange or similar level books as I did see that it was an opportunity for her to practise particular phonics and reading out loud etc.
You show me a teacher who knows that the reading books are too easy for her children and says they're supposed to be like that so that the children get the most out of them and I'll show you a teacher who's aiming for an easy life.
Haberdashery - I agree, DD taught herself to blend basic words before she started nursery (it took me a while to realise) and I just rolled with it, got books out of the library etc...
DD needed physio to help her walk (aged 2) as she is hyper mobile. Some kids are walking at 9 or 10 months and some like my DD needed a bit of help. I think reading is the same...
LandS - there is one child in yr1 who finds red books a struggle (yr1) and when I ask if they have read the book at home before we start reading it (if they have read it then I ask them what they liked best and if they haven't read it, we look at the blurb/front cover and talk about what the book might be about) and every time they say that they have read it to themselves as mummy/daddy won't listen. But this child struggles to read the word cat so cannot read the book iyswim.
But has definately looked at the book at home as they can say what is happening by having looked at the pictures and talk about their favourite page etc...
But surely it's the school's responsibility to get the child reading. I've heard it said that blending clicks later with some children than others, but not yet after two years of school? (SEN?) I'm not actually asking. I'm just thinking aloud.
I don't know what level DS1 is on he is 5 and in reception. He is on level red, pink was the first level do is this ORT 2? Do all schools colour books the same? His reading book is changed weekly and they have a free choice library book. We read to him and with him every night but it's hard to judge what he can read. He can sound out lots of stuff but doesn't seem able to read in his head lots of words. We have the biff and chip books and loads of storybooks in general. All you wise ladies seem to know lots about alternative books so any titles greatly appreciated
When my daughter was at the very beginning of learning to read I didn't worry about books at all. I taught her to read words. Then I combined those words into sentences. And then I started having her read sentences which she would later find in two particular kinds of books, Dr Seuss Cat in the Hat & Green Eggs & Ham. Then I had her read and re-read those books & Marinarik's Little Bear books a few times.
I don't know if they have SEN as the teacher would never tell me obviously.
I suspect there must be something going on, but not helped by no practise at home. The kids are listened to twice a week, once with either the TA or me and once by the teacher in guided reading (yr1 onwards - reception are listened to at least once a week 121 if not more)..
Our local library has loads of basic phonics books (reading/phonics corner books are good "Run Rat Run" is one I remember). Think "rat ran, cat ran, dog ran, rat ran in a big red hut" etc etc and then the books get progressively harder from there...
If a child was struggling to learn to read and came from an unstable home I'm not sure how much that home could contribute even if it wanted to.
Personally I believe that our education system relies a lot upon where a child comes from in order to succeed. I don't think primary school teachers did home visits when I was a child. Children just went to school and that was all there was to it. In those days where you came from didn't become important until much much later in life.
For balance my child is in the middle group. This week her reading book goes 'I like feathers and boxes, I like leaves and boxes. I like grass and boxes, and another page I can't remember.
We also sometimes read an Usborne Phonics book, or a Songbirds book (she is doing the blue ones) which I have bought myself. We do the odd book from the library (Phonics corner ones) and occassionally other stuff, for example a post card from her grandma today.
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