How We Teach Reading At Snapethorpe Primary School

 

Reading is a multi-strategy approach to understanding the written word. It is not simply the decoding of marks on a page but requires us to read with understanding a variety of texts: fiction, non-fiction, real world texts, captions, lists and environmental print. Competence in reading is essential to independent learning therefore it should be given the highest priority by all staff. Success in reading directly correlates with progress in all other areas of the curriculum and is crucial in developing pupil’s self-esteem, motivation and life chances.

 

Aims

  • Provide rich, simulation and high-quality reading environments
  • Enable pupils to read with confidence, fluency, accuracy and understanding
  • Foster an enthusiasm and passion for reading
  • Develop pupil’s comprehension skills of inference and deduction
  • Ensure pupils make good progress

Objectives

  • Enable pupils to read for interest and enjoyment
  • Read a range of texts including: fiction, non-fiction, poetry and plays appropriate to their ability
  • Read regularly at school and at home
  • Talk confidently and articulately about their reading
  • To be able to read and correct their own mistakes
  • To be confident when selecting their own reading materials.

 

Strategies to Teach Reading

Phonics

At Snapethorpe Primary, teachers use a specifically designed phonics programme to teach reading incorporating materials from: Read Write Inc. and Letters and Sounds.

Phonics teaching provides a rigorous and systematic framework in which pupils are taught to hear the 44 English speech sounds, blend them together into words and then segment the words into sounds for writing.

 

Individual and Independent Reading

Once children have learnt to apply their phonics and are at the learning to read stage, teachers and support staff will listen to pupils read regularly. From Year 2 onwards there are opportunities for periods of reading several times a week. Pupils are encouraged to keep a reading record of the books they read during this time, this is in addition to comments made by members of school staff and parents.

School and members of staff actively promote and support parents in reading with their children at home, encouraging them to record this in the home reading books.

 

In-Class Individual Reading

During this time, teachers or teaching assistants work 1:1 with pupils to:

  • Teaching reading strategies (e.g. segmenting and blending)
  • Provide a context for the teacher to teach high frequency words, decoding skills, use of clues (picture and textual) and context to support prediction.
  • Provide opportunity to practise reading skills
  • Support pupil in developing and applying their comprehension skills
  • Monitor and record evidence of pupil’s application of reading skills
  • Feedback to teacher with regards to individual pupil’s attainment in reading
  • Select texts that provide pupil with a range of reading materials which engage and challenge the pupil at their appropriate reading level

 

Shared Reading and Class Novel

In school, pupils should be given regular opportunities to hear books read aloud that they potentially cannot access themselves.

 

Reading Across the Year Groups

In Early Years, the teacher introduces the concept of print and reading skills are taught using big books and sound bags, individual reading with an adult, regular sharing of big books, story sacks, rhymes and jingles, daily story sessions, listening to story tapes with headphones and home-school reading of reading scheme, games to support learning of key words, sight vocabulary cards, group guided reading and sharing of chosen library books. 

 

 In Key Stage One reading skills are taught through regular shared reading and interactive books, story sessions – reading books together, group Guided Reading, individual reading with an adult, listening activity – story tapes, fiction and non-fiction baskets – personal choice and home-school reading of reading scheme and sharing of chosen library books. Also pupil’s reading skills are developed through the teaching and support of phonics.

 

In Key Stage Two, the progress made in Key Stage One is built upon. The focus is on developing higher order reading skills such as inference and deduction and the ability to read texts critically. Where necessary, specific phonic support is used to develop pupil’s reading skills through the use of interventions. Reading skills are taught through regular shared reading, group Guided Reading, individual reading with an adult, school library sessions timetabled weekly, home-school reading of reading scheme and chosen library books. Pupils are encouraged to choose books which they are interested in and this helps promote reading for pleasure.

 

  • Pupils learn to read easily and fluently through daily phonics in Early Years and Key Stage One, regular reading to adults in school, reading partners and incentives to read at home.
  • Pupils are encouraged to read widely, through our use of differing class texts, library visits and high quality attractive books in classrooms.
  • Pupils are encouraged to read for pleasure using quiet reading time, library time and listening to an adult read.
  • Pupils also need to read to find information in all lessons and comprehension is assessed in a formal way every term.
  • Pupils are exposed to a range of texts during their school career.
  • Pupils also explore books in guided reading sessions.

 

 

Shirley Luty Reading Award July 2017