St Peter's Church Of England (VC) Primary School and Pre-school

Myneer Park, Coggeshall, Colchester, Essex CO6 1YU

admin@st-peterscofe.essex.sch.uk

01376561328

Reading and phonics

 

“The more that you read, the more things you will know. The more that you learn, the more places you'll go.”


― Dr. Seuss,  

Reading

 The  essential aim of our reading curriculum is to instil a love of reading that will stay with the children throughout their lives. We know that children who are fluent,confident readers will be more able to access the whole curriculum and will achieve better outcomes in all areas of the curriculum. 

In school children will have regular opportunities to read for pleasure and to an audience.  They will be encouraged to read to celebrate and extend their learning.

Through a planned programme of teaching reading will progress from decoding, to fluency, to comprehension, through one to one reading, whole class reading and modelled/ shared reading.

Our goal is to teach the children the skills to progress from reading scheme books to being able to select their own books from a varied range of genres that suit their ability. 

A home-school reading partnership is fostered through the school, whereby children are encouraged to bring books home to share with their families.  As well as promoting reading, this gives the school and parents an opportunity to regularly communicate about children’s reading.

 

EYFS 

EYFS Reading

In Mulberry class, we are passionate about reading and igniting a LOVE of books!  Every child will have many reading opportunities throughout the day – daily phonic sessions, reading games and activities, visiting our cosy book corner or ‘Book Nooks’, reading magazines at the snack table, looking at information books in the Nature Shed or reading lists and labels around the classroom – to name but a few!!

Reading consists of two elements: Language comprehension and word reading.  During their time in EYFS, the children will develop their understanding and enjoyment of books, as well as speedy pronunciation and recognition of familiar and unfamiliar words.

https://www.gov.uk/government/publications/development-matters--2

The children will listen and discuss stories and books, read by the teacher, as well as having the opportunity to read their school reading book to an adult at least once a week.  In EYFS, we have daily whole class reading sessions, where we learn different reading strategies, such as prediction and inference, as well as developing a wide range of vocabulary and book skills.  In Mulberry class, we also read class novels, appropriate to the age of the child, to encourage speaking and listening skills, enjoyment, and imagination!

Each child will bring home two books - A book chosen by the child from our book corner (Read with them) and a book from a scheme (initially Lilac band – a picture book with no words).  The expectation is every child should read their school reading book at least 4 times each week. Records will be kept by the class teacher and any home reading, recorded in the child’s reading diary.  Tapestry can also be used to log reading, by adding comments, photos or videos. It is always lovely to listen to children read at home!

We hope your child develops a love of books and that you will support us in helping your child learn to read.

                                         

Reading scheme books include:

  • Eleanor Curtain - AlphaKids   
  • Collins – Big Cats   Fiction and non-fiction
  • Collins – Big Cats - Biography
  • Collins – Big Cats - Progress
  • Trailblazers
  • Learning Media – First stories
  • Pearson Publishing - Bug Club
  • OUP - Oxford Reading Tree
  • OUP - Oxford Reading Tree - Songbird Phonics
  • OUP – Oxford Reading Tree – Floppy’s Phonics
  • OUP - Oxford Reading Tree - Fireflies

 KS1

  • Reading is a priority, we have cosy book corners with a wide range of fiction, information books and poetry books. To encourage a love of reading children have the opportunity on a daily basis to read on their own or with a friend.
  • The children have reading buddies in year 3/4 and we meet with them to share and enjoy books.
  • We also have a beautiful library. Children are able to borrow library books and gain experience of how a library works.

  Phonics Programme

           We are reviewing our Phonics Programme in line with current guidance 

  • We follow the Letters and Sounds Phonics Programme which was introduced by the Department of Education in 2007.
  • Our reading scheme books are banded in line with the phonics teaching phases.
  • Every child receives a quality 20 minutes’ phonics/spelling lesson every morning and a 10-minute revision session every afternoon.
  • phonic lessons are interactive and multi-sensory. We have a phonics workshop for parents and more details about the programme and free downloadable resources for schools and parents can be found at letters-and-sounds.com

 Reading in the classroom

  • We use a range of high quality texts as a vehicle for our English lessons. All children have the opportunity to listen to stories both read and told to them.
  • When delivering whole class reading text, we pre-teach vocabulary to ensure understanding.
  • Fluency reading techniques are used by both the teacher and children. We discuss the plot, characters, etc. and the focus for the lesson will be a particular skill such as prediction, retrieval or inference.
  • When answering comprehension questions children are taught reading skills such as skimming and scanning. A follow-up task is given so children can reflect on what they have read and provides an opportunity for the teacher to observe/assess the individual understanding of a piece.
  • We use poetry journal to build up a repertoire of well-loved rhymes, songs and poems. This is an important part of early literacy development and a source of great joy.
  • We encourage the children to read at home and expect them to read to parents/carers at least 4 times per week. Children have the opportunity to change their home/school reading book every day. Parents are encouraged to communicate b=via a reading diary.

LKS2

  • We have a daily reading session, developing reading stamina across a range of text types. Including fluency sessions, comprehension sessions, sharing a range of class texts and sustained individualized reading.
  • Children are exposed to non-fiction books linked to our topics. This exposure to a range of texts will expand their reading repertoire and encourage a life-long love of reading. Many of our English units are linked to a range of multimodal texts.
  • We continue to develop inference skills by using our reading journals to support learning both at home and at school.
  • We run a reading buddy systems with KS1, sharing books on a weekly basis.
  • We include a 'Word of the Day' within our daily spelling session. This introduces new vocabulary to the children, which we encourage them to include in their writing. 

  • Throughout the year, we visit the local library, as well as regular visits to our in-school library. Here they can explore different texts and have the opportunity to borrow books. 

  • Reading occurs in all curriculum areas.
  • Daily spelling lesson includes work on phonics and letter patterns.
  • Children requiring additional support with independent reading strategies have access to intervention programmes.

UKS2

  • Reading is carried out daily, either through reading fluency sessions, book talk or quiet reading sessions.
  • Buddy reading with younger children.  Year 6 with EYFS and Year 5 in KS1/LKS2.
  • Daily spelling lesson includes work on phonics and letter patterns.
  • Work in English is regularly planned around a class text which is read alongside the other activities.  We have a visual literacy unit each term.  Good quality texts are chosen by the children for the class to enjoy every half term.
  • Reading occurs in all curriculum areas.
  • Book journals are used as a way of recording personal views, opinions, thoughts and responses to texts. Children have freedom to choose their own reading books for pleasure, teachers model through their own love of reading.
  • Children requiring additional support with independent reading strategies have access to intervention programmes.

 

Awards and Partnerships