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How We Teach Reading

Introduction
Reading is a vital form of communication for everyone. In developing the skill of reading, children gain access to and derive pleasure from rich and varied sources of literature. They also develop the ability to gain access to a wide variety of informational resources contained in non-fiction.

Aims
Through the teaching of reading, we aim to enable pupils to:

  • read accurately and fluently, with understanding and enjoyment using a variety of reading strategies;
  • use reading skills to develop an appreciation of fiction, poetry and drama;
  • use organisational features of non-fiction texts to find information from books, CD-roms and the internet;
  • become enthusiastic and critical readers.


Objectives

  • to teach children the value of reading by introducing them to a wide variety of texts;
  • to teach a range of strategies which will help children make sense of what they read;
  • to teach children to reflect on the texts they read;
  • to teach skills which will develop pupils’ ability to locate and use information effectively.


Teaching Methods
In the Foundation Stage children will:

  • follow a cross-curricular programme of teaching and learning which is both planned by the teaching staff and self-initiated by the children;
  • follow the EYFS curriculum for Communication and Language in addition to Literacy and allow for progression onto the National Curriculum;
  • learn to discriminate sounds through sound games and listening activities;
  • learn rhymes and recognise rhyming words when heard;
  • share books and stories using props, role play and re-telling daily;
  • be taught phonics systematically following the Letters & Sounds programme using a multi-sensory approach, giving children the skills to sound out phonetically regular words;
  • learn a bank of familiar and common words (high frequency and ‘tricky ‘words )and use these in context to read sentences;
  • guided read with teacher/TA twice a week using phonic based resources and books.
  • take their reading books home daily and have books changed as appropriate.
  • read individually in school at least twice per week with teacher/TA and for these sessions to be recorded in class book and child’s individual reading record for parents;


In Key Stage 1 children will:

  • be taught phonics systematically following the Letters & Sounds programme with supplementary materials and programmes up to and including phase 6 and then progressing on to the appropriate spelling schemes.
  • progress in phonics will be assessed using phoneme and word lists, termly assessments will be collated each term.
  • share texts to develop their understanding of different text types;
  • continue to develop their phonic knowledge and word recognition through daily word activities;
  • have an appropriately levelled reading book which is changed at least weekly;
  • be introduced to formal reading comprehension exercises;
  • hear good quality stories, poems or a class novel at least twice a week;
  • have the opportunity to read books for enjoyment from the class and also from a wider range of ICT texts;
  • guided read with teacher every week using a variety of resources.
  • guided reading level should enable child to read with 80% accuracy and home reading book with 90% accuracy.
  • take their reading books home and have books changed at least weekly.
  • read individually in school at least once a week with teacher/designated adult and for these sessions to be recorded in class book and child’s individual reading record for parents;
  • home reading books will contain a mixture of fiction, non-fiction and rhymes;
  • In Key Stage 2 children will:
  • continue to develop their understanding of different types of text;
  • continue to develop their phonetic knowledge and grammatical understanding; through daily word and sentence level work during Literacy and three sessions a week of Support for Spelling;
  • children that require it will continue to take part in the Letters and Sounds program in their classes as well as support for spelling;
  • participate in a guided reading session every week using appropriate texts;
  • guided reading level should enable child to read with 80% accuracy and home reading book with 90% accuracy.
  • have an appropriately challenging reading book which is changed at least once each week
  • may take their reading books home daily;
  • read individually in school at least once a week with teacher/TA and for these sessions to be recorded in class book and child’s individual reading record for parents;
  • have access to a variety of home reading books and pupils are directed towards the appropriate level of material for themselves as individual readers.
  • hear good quality stories, poems or a class novel regularly;
  • have the opportunity to read books for enjoyment from the school library or their own books from home and also from a wider range of ICT texts
  • be provided with appropriate ‘real life’ texts e.g. leaflets, news reports etc.
  • be confident in making an informed choice;
  • experience the range of text types.
  • be given the opportunity in years 5 and 6 to become involved in the EOCT book awards, participating in group book reviews about recently released texts.


Cross Curricular Links

Children will be encouraged to develop their reading skills through all areas of the curriculum. They will have opportunities to access information via the Internet. Wherever possible, children will explore other work through reading non-fiction texts e.g. History, Geography, Science etc.

Home-School Partnership
We encourage children to read at home with their parents or independently and this will be noted in their Reading Record books or Reading Journal. Teachers and teaching assistants will also read with individuals at least once a week and record outcomes in child’s reading record to support parents with reading at home. Other reading activities will be given where appropriate such as Reading Comprehension exercises, in accordance with the Homework Policy.

Equal Opportunities
Our aim is to encourage children to make good progress in reading through a positive approach that includes all children regardless of race, gender, age, or ability.
Our reading schemes and class books reflect our multicultural society to promote positive attitudes to gender, race, disability and age.

Able, Gifted and Talented
Children will have access to challenging texts and their understanding will be extended by the use of Higher Order Questions (in line with policy for G & T).

Assessment and Record Keeping
Letters & Sounds Phases will be assessed formatively and then summatively each term for all children taking part in the program
Reading will be teacher assessed and monitored as children progress through the Book Bands. Individual home reading books will be one book band level below the Guided Reading band. Guided Reading groups will be grouped according to National Curriculum levels and monitored regularly. Formal assessment will take place each term, and will include SATs or Optional SATs, when appropriate.

Monitoring
Monitoring will be undertaken through lesson observations, book scrutiny, planning scrutiny, pupil interviews and parent questionnaires. Reading will be monitored systematically by the Literacy Co-ordinator, CLLD lead and the SLT. SATs results and assessment results will be analysed and appropriate targets set.