Reading

 

Our aims are

Children will be taught the skills and strategies to read fluently and for meaning through a range of activities.  These may include:

Early Reading and phonics

Phonics is given high priority in our school, with daily sessions in all classes. Children in our reception class take part in whole class and small group ability sessions to ensure that children make a positive start. 

Children in reception are given home reading books – initially these may be picture books to enable book talk at home and then phonically decodable books (from the Collins Big Cat home reading scheme). We also believe that the teaching of phonics and reading should be in a rich language and text based curriculum, where children are taught a range of other strategies to help them become independent readers.

Y1 children are tested to check that their phonics decoding is at an age appropriate standard. These skills are addressed in daily phonic sessions, using a combination of resources e.g. phonics bug, RML and letters and sounds. Children are routinely assessed for their sound recognition, blending and reading – and extra intervention is organised where appropriate.

Shared Reading

In shared reading the teacher’s role is to make overt what good readers do.  During shared reading the children can access a text which may be challenging to them individually.  Reading skills and strategies should be clearly modelled, and discussion should help children to deeper understanding of the text.  Shared reading should have a specific focus and all abilities should be included in diccussions by differentiated questions. Shared reading may take place in any lessons throughout the day.

Guided Reading – Detective Readers

 Guided reading is taught daily from Year 1 to 6, where children are split into ability groups practising, refining and applying key reading skills.  The Detective reader’s scheme used in school, ensures that all national curriculum objectives are taught for a wide range of genres over a year in all year groups.

In groups of no more than 6, children work through a number of skills over the course of a week, related to the book they are studying. The skills covered will relate to the reading focuses/ genres for the half term.  For example the fiction unit will include prediction, clarifying, questioning and answering activities, which develop over the weeks, with the teacher monitoring and impacting on future leading to ensure children make progress.

Reading workforce

Provision for individual reading in school occurs for all children in Reception, year 1, year 2 and with identified children throughout the school. Year groups are focused at different points in the academic year, for example reception in the summer term.  In key stage 2, members of the ‘reading taskforce’ will listen to identified children, who are not reading at home and or have been identified from termly standardised reading test.