 Y Cwm Fylltwr Ysgrifennu Cymru yn ymweld beth-dwyddiad yr ystod o'r cyffredinol, ystyried, ysgrifennu, ysgrifennu, ymweld beth-dwyddiad. Y dyfoddiad ddweud yw'n rhaglen yn gweld yr adeithio'r ystod, ac mae'r raddau'r ystod gan'n gyfferddio'r ystod, felly ddim yn ystod o'i gyrfa'r du yn hynny sy'n gwybodaeth ar y peth gweithio'r hyn. Rydyn ni'n ddim pan i'r book sydd yn ei ddiddorol, ac mae'r hoffa ar gyfnodd hwnnw, ac mae hynny'n ddiddorol o'r hoffa sydd wedi'u gweld o'r hoffa sydd ymlwg. Rydyn ni'n gwybod gwybod o'r hoffa sydd wedi'u gweld o'r hoffa sydd yn. Yn y gweithio'r hoffa sydd? Cyfnodd hwnnw, mae hwnnw'n gwybod, ond mae'n hoffa sydd. ac tynnu'n ei wathio ar gyfer y cyfaint, clywedwch, Cyfaint ni i ddweud o helpu magigol sefydlu a hynny. Beth ydych chi'n ddweud a chlywedwch yn archifolio? Felly, dyna dda'n ei wneud, roedden nhw ydych chi ddweud! Roedd, gadebdu. Yn eich haf, byddwn i'n will i'ch stori. Wel, y ddweud yna, Cyfaint wedi yn gweld eu sallau. A'i ddu'r gwrdd hefyd, a'r gweithio, ac yn ddechrau hoeddi yn gweithio dechrau. Well then, said brother, he said. Let's see if you fit into these. The next stage is that Erica reads for eight minutes. What I'd like you to do now then is to read this story to me. If there are words there that you're not sure of, Mrs Thomas will help you. Okay? Off you go. Cyndorboy was crazy about football. The whole family supported Royal Palace United. Royal Palace don't. Can I stop you there please, Erica? I'd like to ask you a question. Who was the main character in this story? Cyndorboy. Good girl. Like carry on with your reading. Erica has always been a confident little girl, orally. But when you give her a book when she was younger, she'd just climb up and wouldn't know what to do with it. Now, through the catch-up programme because it's on a one-to-one, it's in a supported environment, she's given lots of praise and encouragement. Before they come on catch-up, they see the more able children and the middle-of-the-road children getting new books all the time while they are struggling with the same old book, not wanting to take it home. It creates stress at home as well that they don't know how to read. All of a sudden, when they put on board catch-up, they're not on reading schemes. They're on real books, real fun books. So that little child runs all the way down the corridor, more often than not with the certificates, and tells the children and the teacher, I've read a book today. I'm asking you now then, Erica, have a good look at the words and the sentence, and I'm going to cover it up. Board girl, you remember the little who? Who? He's the first word, who. Good girl. You've written who again. Brilliant. You've written who again. Smashing. Ah, the focus word, good girl. And you, super duper. Now then, when I covered it up, let's see if you're right this time. Fantastic, the third who. And the next who is fine. They're the same three sounds. That one is fine. We'll give a tick to R, and I'll give a tick as well for the question mark. How many ticks have you got on that last line? Can you count them for me? Good girl. But we need a little bit of help on that one. So I'll cover it up, and let's see if you can write the word who there by yourself. Okay? I'll cover it with my hand. Off you go, and you can write it there. Is it the same as that one? Yeah. Good girl. I think I'll let you take that one. Okay, now in the comments box, I'm going to write something here. Erica enjoyed this story. Am I telling the truth there? Yeah. But she is an Everton supporter. Is that true? Yeah. Oh, is Mrs Thomas going to say a prayer for you tonight? Yeah. Oh, thank you very much indeed. That was a brilliant session. I think you deserve a catch-up certificate, don't you? Yeah. My youngest one absolutely struggled in school. When he used to come home, I was asked, have you had a new book today, which is the worst thing a parent can do, but that's what they want to know. It's not about how they're doing in maths or how they're doing in science or historiography. I put pressure on my child. Haven't you had a new book this week because he was still struggling on his reading book in the classroom? And I just hate that for children. I really, really do. It makes them feel a failure themselves. The teacher doesn't make them feel a failure. They feel it themselves. Because it's firmly embedded in school, the children at the basic skills level definitely benefit greatly from this. The difference in their levels and their reading ages is amazing. Their confidence as readers, their enthusiasm to read and all of this transfers into the classroom.