'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 and Objectives
- Provide rich, 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
- 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
Through our reading curriculum, we ensure that:
- 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 having 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 are exposed to a range of texts during their school experience
- Pupils also explore books/texts in guided reading sessions
First and foremost, we want all children at Snapethorpe to develop a life-long love of reading that begins as soon as they step foot through our doors in nursery. To ensure we are successful in our approach to reading, we teach reading from all angles, as to miss no opportunity to spark a child’s love of reading. Through this love of reading, we deliver the programmes of study for reading at key stage one and two. These consist of two dimensions: word reading and comprehension. It is essential that teaching focuses on developing pupils’ competence in both dimensions to ensure children make the progress they are capable of.
In Early Years, children begin their reading journey by developing their vocabulary through purposeful role-play opportunities, child-led discussions, planned talk and oral sentence building. Children are given plenty of opportunities to develop their love of reading in a book rich environment. As the children move through 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. Throughout Early Years, children are introduced to sounds though the teaching of our phonics scheme 'Story Time Phonics.' Phonics is a way of teaching children how to read and write by developing their phonemic awareness—the ability to hear, identify, and manipulate different sounds used in the English language. Children learn the correspondence between these sounds and the spelling patterns (graphemes) that represent them. At Snapethorpe, we place a strong emphasis on the teaching of phonics in the early years of reading, in order to give all children a solid foundation for learning. Because not all words in the English language comply to the rules of phonics, we also teach ‘tricky words’ through repetition and retrieval. As they progress through their phonic journey, their reading skills are developed and underpinned through our systematic reading scheme, with fully decodable books, that match explicitly with sounds they have been taught. Phonics lessons at Snapethorpe are taught daily from Nursery up to Year 2. The sessions are short, fast-paced, engaging and each contain an emphasis on: revising a previously learned letter-sound correspondence, learning a new one, practising this and applying it to sentence level work. If children fall behind, they are identified and follow a synthetic phonics intervention intended to improve decoding skills and reading fluency. It teaches the relationship of word sounds to their corresponding letter groups in a structured way. The teaching of phonics begins in Nursery and Reception using the ‘Story Time Phonics’ scheme. Sounds are introduced at a rate of one a day throughout the beginning of the academic year. Children consolidate these sounds in the Spring and Summer terms whilst learning to blend the sounds together, to read and write words.
In Key Stage One, their reading journey is far from over and the children's reading and comprehension skills are developed through through the continuation of the teaching and support of phonics. In Years 1 and 2, the children continue to follow the ‘Story Time Phonics’ scheme and learn alternative spellings of the previously learned sounds and refine their knowledge to become more fluid readers. Children in Key Stage One are exposed to regular shared reading and interactive books, story sessions – reading books together, group guided reading, individual reading with an adult, listening activities - such as: story tapes, fiction and non-fiction baskets, home-school reading of our reading scheme and sharing of chosen library books. Children have access to a range of books in the classroom that support their interests and broadens their exposure to a variety of attractive texts.
In Key Stage Two, the progress made in Key Stage One is built upon. As children move into Key Stage Two, children are exposed to a wider range of styles of texts and genre. As they progress through the years, the texts that children meet add more challenge to their abilities to comprehend and infer. Throughout their journey in Key Stage Two, 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, whole class guided reading - which include explicit teaching of reading skills and exposure to a wide range of question types and vocabulary, individual reading with an adult, school library sessions timetabled weekly, home-school reading of reading scheme and chosen library books. Towards the end of Key Stage Two, children hone and refine their skills, using all the knowledge acquired during their time in school. They continue to develop their vocabulary, inference, prediction, explanation and summarising skills to read and understand longer and complex texts, understanding technical and more obscure vocabulary. All Pupils are encouraged to choose books which they are interested in and this helps promote reading for pleasure.
Whilst children are in school, there are opportunities for them to read individually with an adult. Teachers and 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
The school library is a wonderful resource to help children with their learning. We have a class timetable to allow each class the opportunity to come and explore the books we have to offer each week. Each child can borrow a book from our library to take back to their classroom to read for pleasure. We have a wide range of non-fiction books to link with class topics and fiction books to suit every type of reader. Having close links with the Schools Library Service, provides us with a wide range of books that are changed and updated regularly. This service also allows classrooms to loan books to suit the needs of their children, whether that be a particular topic they are studying or to cater for children's specific interests. We're so lucky to have a bright and colourful community hub, where a love of reading can be nurtured; it is filled with exciting new books for pupils, parents and staff to discover together.
Reading at Home - iRead
At Snapethorpe Primary School, we are continuing our drive to encourage more children to read for pleasure. Research shows a positive link between reading frequency and enjoyment and educational attainment. Furthermore, reading for pleasure has positive emotional and social benefits, improves text comprehension and grammar skills and increases general knowledge.
To encourage children to read as frequently as possible, we launched a new home reading scheme called iRead. iRead provides children with opportunities to work towards different milestones within their reading journey. The more children read, the more opportunities children have to be rewarded with reading-related incentives such as: brand new books, visits to the library and a book store to purchase a brand new book.
How can I help my child at home?
To support your child in their development of reading, we recommend that you spend at least 10 minutes per day reading with your child. This can be a combination of you listening to them read their school book, them listening to you read a story book or even taking it in turns. The sharing of reading is a valuable experience for you and child as it gives you the opportunity to discuss new vocabulary as well as characters, themes and even facts that a range of books can offer.
Here are some other things you can try:
- Make books part of your family life - Always have books around that you and your children are ready to read whenever there is a chance.
- Join your local library - Get your child a library card!
- Match their interests - Help them find the right book - it doesn't matter if it's fiction, poetry, comic books or non-fiction.
- All reading is good - Don't discount non-fiction, comics, graphic novels, magazines and leaflets. Reading is still reading!
- Get comfortable! - Snuggle up somewhere warm and cosy with your child, either in bed, on a beanbag or on the sofa.
- Ask questions - To keep them interested in the story, ask your child questions as you read such as, "What do you think will happen next?" or "Where did we get to last night? Can you remember what has happened already? How do you think the story will end?"
- Read whenever you get the chance - Bring along a book or magazine for any time your child has to wait, such as at a doctor's surgery.
- Read again and again - Encourage your child to re-read favourite books and poems. Re-reading helps to build up fluency and confidence.
- Bedtime stories - Regularly read with your child or children at bedtime. It's a great way to end the day and to spend valuable time with your child.
- Rhyme and repetition - Books are great for encouraging your child and children to join in and remember the words.
Reading for pleasure
Here at Snapethorpe, we value the importance of reading for pleasure and provide children with plenty of opportunities to read their own books independently. In addition to this, we also have sessions where the teacher (or other adults) will read a wide range of great books, that they potentially cannot access themselves. Learning to read is about listening and understanding, as well as working out what’s printed on the page. Through hearing stories, children are exposed to a wide range of words. This helps them build their own vocabulary and improve their understanding when they listen, which is vital as they start to read or develop their reading journey. It’s important for them to understand how stories work too. Even if a child doesn’t understand every word, they’ll hear new sounds, words and phrases which they can then try out, copying what they have heard. Our staff model what good reading looks like and enjoy sharing and exploring new texts with the children. Each classroom ensures children are thriving in a book rich environment, to help foster their love of reading. Take a look at some of our reading areas below.