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.”
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.
- Children are grouped for our daily, 20-minute phonics lesson according to their phonic knowledge and their knowledge of high frequency words
- All children are taught key reading strategies in the daily phonics lesson as this is the main focus for teaching the children to read in the early years
- Children have a group, shared reading session once a week. In addition, they read individually to an adult.
- When children have read to an adult a comment, signed and dated, will be put in the class reading record.
- When an adult volunteer listens to a child read they will write a dated comment in the reading record. Children who require extra practice with reading are prioritised
- Children’s reading activities at home will be recorded in a variety of formats throughout the year.
- Your child may change their books as frequently as required within the colour band we have given them. They are reminded to do this, but if your child has not changed their books you may come in at the end of the day to do so. It is important that children keep a book until they are very familiar with the story. They should be familiar enough with the story to be able to read/ retell the story to themselves.
Reading scheme books include:
- Eleanor Curtain - AlphaKids
- Collins – Big Cats Fiction and non-fiction
- Collins – Big Cats - Biography
- Collins – Big Cats - Progress
- 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
- 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 new library. Children are able to borrow library books and gain experience of how a library works.
Letters and Sounds Phonics Programme
- We follow the Letters and Sounds Phonics Programme which was introduced by the Department of Education in 2007.
- 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.
- 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.
- 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.