Reading
Expectations for the teaching of reading
Introduction
Reading is a complex skill with many components. Successful approaches to the teaching of reading should encourage children to use a variety of strategies in their pursuit of meaning.
It is important to lay firm foundations in this crucial area of the curriculum and establish a consistent whole school approach to the teaching of reading.
Aims
- Develop an interest in and a love of books, encouraging children to become attentive listeners, independent and reflective readers.
- Develop reading strategies and skills, accuracy, fluency, understanding and response to texts.
- Develop the ability to use and manipulate a variety of texts, both fiction and non-fiction.
- Develop children’s experiences through a variety of text.
Phonics
Children will be taught early reading skills through the Ann Smalberger Phonics in dedicated phonics lessons.
Please refer to the school's 'Reading Policy Sept 21' (link provided at the bottom of the page). Short video's relevant to current phonics teaching in EYFS and Year 1 can be found on individual class pages.
Guided Reading
All children will have opportunity to take part in a guided reading session at least 4 times a week.
All guided reading group sessions will have a specific objective and these will be recorded on the class English plan.
In KS1 - Children will be taught Guided reading through the Ann Smalberger approach (See Reading policy, section C1 for more information)
In KS2 - children will follow VIPERS, whole class approach (See Reading policy, section C1 for more information).
Shared Reading
This includes the use of big books or texts displayed on the Interactive White Board. During this time specific reading skills or features of differing genre will be taught. This is an opportunity to discuss the use of language and widen the children’s vocabulary.
Individual Reading
All children will have a school reading book that will go home with them, parents are expected to hear their children read daily, in school they will be listened to read regularly.
Early Years Foundation Stage
Children are heard read by an adult in school at least once a week.
Children may be heard read by other adults forming our Reading Family.
Parents are expected to listen to their child read their decodable phonic reading book daily and ask questions about the book to check comprehension, making comments in the reading record book.
Children will have the opportunity to change reading books Wednesday and Friday, they can do daily if the parents require.
Key Stage 1
Children are heard read at least twice a term from their decodable phonic books, and at least once per week through guided reading. For the lower ability readers this will be on a daily basis.
Children may be heard read by other adults from our Reading Family.
Parents are expected to listen to their child read daily and ask questions about the book to check comprehension, making comments in the reading record book.
Opportunities for children to change their books will be given on a daily basis.
Key Stage 2
Teachers are expected to hear each child read during guided reading sessions. For the lower ability readers children will be heard on a daily basis.
Children may be heard read by other adults such as reading family. Parents are expected to listen to their children read daily and discuss the text as homework making comments in the reading record book.
Opportunities for children to change their books will be given on a daily basis.
When the teacher feels that a child has reached a strong standard within their book level they will move them up to the next level if they deem it appropriate until reaching free readers stage.
Children will also be given the opportunity to read a range of texts outside the reading "scheme" to develop their interest in reading
Library
Children are encouraged to use the library to enrich their reading. Library books can be incorporated into the book corner displays in classrooms, and can be used to develop research skills to support our work in the Cornerstones curriculum.
The Role of Teaching Assistant
Teaching Assistants are expected to take an active role in supporting children with their reading as directed by the Class Teacher. This can include working with groups of children during English, leading guided reading groups, hearing individuals read and being responsible for the focused reading 1:1 sessions with individual children.
The Role of Volunteers – Reading Family
The School encourages adults who have some time to come into school to hear readers.
The volunteer will read with the class their child is in and the class teacher will then select children who would benefit from the extra reading – they will need to be given guidance to develop the children’s comprehension.
The Class Teacher is responsible for ensuring that the volunteer has the support needed to help them carry out the role effectively.
Reading for pleasure is an important aspect of our children's learning.
Please click the links below to see 100 recommended books for your child's age.