Our vision for reading is to bring books to life for children, creating life-long readers who find enjoyment through reading. We aim to expose children to a wealth of literature, authors and text types to create readers who read for both pleasure and knowledge.
The Teaching of Phonics and Early Reading
Phonics is taught following the Letters & Sounds scheme, it is taught using a range of strategies to support the needs of the children. The 6 phases are taught and recapped across EYFS and KS1.
|Reception||Recapping & securing Phase 1 teaching Phases 2, 3 & 4.|
|Year 1||Recapping & securing previous phases & teaching Phase 5|
|Year 2||Recapping & securing previous phases & teaching Phase 6|
Phonics is taught daily for 20 – 30 minutes in EYFS and KS1, this is in the form of whole class and group based lessons. All children are taught the intended phase for their age. Interventions which comprise of pre-teaching and/or booster sessions are delivered to those pupils needing extra support with a particular area.
The teaching of early reading is prioritised, every opportunity is used to promote reading. The classroom is rich in vocabulary, prompts for reading and a listening station. Specific teaching is timetabled across the day: 30 minutes Talk4Reading, 20-30 minutes Letters & Sounds & 15 minute class read. However, throughout the day at every opportunity reading is modelled and prompted by adults.
The Teaching of Reading
Reading is prioritised.
In EYFS and KS1 reading is taught 4 times a week through whole class and group work sessions. Letters & Sounds is taught daily when required interventions (pre-teaching or over teaching) of a specific sound are also timetabled. The end of each day finishes with children listening to a story read by the teacher, to model fluency, chosen from the Pie Corbett reading spine, a chosen author or text linked to the curriculum topic.
In KS2 the day starts with 15 minutes AR reader time where children have the opportunity to read independently for pleasure and complete a book quiz. Children have a daily 30 – 40 minute whole class Talk4Reading. The end of each day finishes with children listening to a story read by the teacher, to model fluency, chosen from the Pie Corbett reading spine, a chosen author or text linked to the curriculum topic.
The reading materials that the children interact with have been carefully planned and sequenced using the Pie Corbett Reading Spine, Pie Corbett Page Turners and chosen authors so that over a 2 year cycle the children have exposure to a wealth of literature linked to the topic theme.
The areas of comprehension and vocabulary are taught through the reading domains, using Reading Vipers , with vocabulary as a strong thread through every lesson. Texts pre-read, with specific vocabulary taught through a variety of T4R approaches.
Reading Around the Curriculum
We provide the children with a wealth of reading experiences. Each class has a book area combined with a selection of topic based texts (fiction & non-fiction) for the classes current theme, on loan from the Shropshire Library Service to promote reading around the curriculum. Children have home access to Curriculum Visions for eBooks, Espresso and Activelearn for reading and listening to texts. Published materials, Whizz Pop Bang & First News are available for children to read in school or at home. The school library has a selection of fiction and non- fictions texts, with book banded books organised for easy selection.
An example of a theme plan with reading materials:
|Theme plan: Survival Class 3|
|Street Child, Berlie Doherty
Wolf Brother, Michelle Paver
Hatchet, Gary Pulsen
Survivors, David Long
|Earth Shattering Events – Robin Jacobs
Volcanoes – DK Find Out!
Hillary & Norgay’s Mount Everest Adventure.
The Ultimate Survival Guide for Boys – Mike Flynn
How to be an explorer – Emma Lynch
Tsunami Surges – Planet in Peril
Be a Survivor – Go Wild
|If – Rudyard Kipling
Still I Rise – Maya Angelou
Children’s Reading Books
We ensure that books are accurately matched to children’s needs. In EYFS, KS1 and as necessary the children take home a book matched to the phonic phase they are learning and a second book to promote vocabulary and comprehension which can be read along with an adult. Children are asked to read both books prior to changing books and re-reading is prompted. Children can independently select their books from the classroom or library area. Family members who read with and to the child are asked to record the reading and note comments in the reading diary. This diary is used by staff in school when children are heard read 1:1 by an adult. The class teacher will also record a note of the book being read in class that week, the appropriate phonics along with reading prompts.
In KS2, children take home an Accelerated Reader (AR) book banded book linked to their specific zone of proximal development. The children can also take home a second book, magazine or newspaper of their choice, again to enjoy with or without an adult. This is to ensure we are not limiting pupil’s opportunity to read a variety of texts. Children change their book independently from a choice in the classroom or library, this includes curriculum topic based books from the Shropshire Library Service, printed materials such as First News and Whizz Pop Bang and online eBooks on curriculum visions. Children in KS2 who require extra support in their reading will read a catch up scheme book, which is an age appropriate, decodable, synthetic phonic book for older children with an accompanying follow up activity.
Children and family members are asked to record the reading and note comments in the reading diary. This diary is used by staff in school when children are heard read 1:1 by an adult. Once children have read, read with an adult or listened to an AR book banded book they complete an online quiz.
In EYFS and KS1 teacher assessment against the Early Learning Goals, National Curriculum Objectives and reading domains. Children in Year 1 & 2 are assessed in Termly PIRA assessments. In KS2 children are assessed against the National Curriculum Objectives and reading domains. Accelerated Reader assessment provides a reading age and zone of proximal development. Children in Year 1 – 6 take part in PIRA or SATs termly assessments. Specific targeted interventions are used to support children who are not on track to meet age expected levels of attainment or reach their own specific progress measures such as greater depth. These can be in the form of precision 1:1 reading intervention such as ‘Toe by Toe’, or through a catch up phonics reading scheme ‘Catch Up Readers’ including the series Moon Dogs and Talisman.
Reading with your child guide for parents: A guide to questioning and recording comments linked to reading.
Words for life The National Literacy Trust – ideas, games and information linked to supporting reading and word play at home.
Welcome to Renaissance Place (renlearn.co.uk): Accelerated Reader where children in Year 2 – 6 can complete quizzes on the books they have read. (please contact school if you require another copy of your child’s login details)
Curriculum Visions, helping every student to succeed: An online resource full of non-fictions texts to read online. (please contact school if you require another copy of our school’s login details)
PhonicsPlay – Resources: Phonics Games and information for parents.
Oxford Owl for Home: help your child learn at home | Oxford Owl : Phonics and reading resources.
Local library services – GOV.UK (www.gov.uk): Where to find your local library