The Parent View
After an initial 6 week period, Reading Rangers were invited in for a cuppa and a chat about how the programme is going. The responses were overwhelmingly positive and we managed to gain some new recruits! Read what our Reading Rangers say about being a Reading Ranger at The Tynings…
About Reading Rangers
Here at The Tynings School we are very lucky to have Reading Rangers that read with our children! Read on to find out a little more about the role of a Reading Ranger…!
What is a Reading Ranger?
- A Reading Ranger can be a mum, dad, carer, grandparent, auntie, uncle or person who has close connections to The Tynings.
- Reading Rangers volunteer in school from 8.45-9.15am or 2.50-3.10pm every day (or on certain days each week).
- They work with a child regularly, on a 1:1 basis to help them develop their reading skills and progress in reading. This year, Reading Rangers have supported children in Year 1 and our EAL children (English as an Additional Language).
- The Reading Ranger will help them to use phonic strategies to decode words in the text and will ask them questions about what they have read to develop their comprehension skills.
- Research tells us that daily reading practice is essential as reading underpins all learning in the curriculum.
“Reading for pleasure is the single biggest factor in success later in life, outside of an education. Study after study has shown that those children who read for pleasure are the ones who are most likely to fulfil their ambitions. If a child reads, they will succeed – it’s that simple.” Bali Rai
Reading Ranger Top Tips:
- Introduce yourself and your role to your child. Explain that you are there to support their reading skills.
- Make sure there are no distractions – find a quiet place to read.
- Talk about the cover and the appearance of the book.
Why did you choose it?
Who is the author? Have you read other books by the author/with the same characters?
What do you think the book will be about?
Does the front/back cover give you any information?
- Reminders: Remind the child about what they can do if they get stuck!
Phonics: sounding out the word (digraphs, trigraphs, tricky words)
Contextual: reading the rest of the sentence in order to find a word that gives the sentence sense.
Pictorial: can the pictures give you any clues?
- Give plenty of praise
Allow time to self-correct if a child stumbles over a word or mispronounces them.
If a child is really struggling, prioritise high frequency words that they may come across regularly.
Allow the child to use phonics to sound out words and then ensure that they blend them at the end.
Did you enjoy it? Why/Why not?
Did you have a favourite part or a part that you didn’t like?
Did you have a favourite character?
How do you think the character felt when…?
Was the story happy/funny/sad/scary/exciting?
Did the story end as you thought it would?
Why was the book called…?
Did you learn anything new from the book?
Revisit a couple of words that the child found tricky.
Take time to talk about their reading and any strengths or progress they have made.
Communicate regularly with the child’s class teacher expressing any positive comments or concerns.
Write a positive comment in the child’s yellow Reading Record.