Reading

The teaching of reading is implemented through the techniques of shared reading, group guided reading and class reading.

The teaching emphasis changes as learners progress through the different developmental stages in reading. In Key Stage 2 there is more exploration and analysis of text, and more reflection, discussion and re-reading in small group situations. However some children will still need the opportunity to develop basic skills of decoding and word building using phonic skills. This may be the identified reading focus for children with special needs.

SHARED READING

During shared reading, the teacher demonstrates with the whole class reading strategies using a shared text. The focus of this session analyses and explores texts by discussing the writer’s intentions and identifying one or more of the key organisational features of type of text. In shared reading, there is a high level of interaction between teacher and pupils. A shared reading session is a regular feature of the daily Literacy hour.

GUIDED READING

During the guided reading session the teacher will support a small group of similar ability children (5 or 6) as they read, think and talk about a text focusing on significant aspects of content and language. The teaching of phonics, word- building skills may also be taught to lower ability groups during this session. Guided reading sessions take place every morning from 9.00-9.30am throughout the school. Each group of children will experience a guided reading session once a week.

CLASS READING

Last year we purchased more class readers so that children can regularly share books as a whole class. This has generated a lot of enthusaism from the children who throughly enjoy class readingin sessions throughout the school. In addition classes throughout the school participate in 'Reading Express', where the children read an on-line story as a whole class activity. They can then influence how the story progresses by voting for a preferred 'next chapter' option. This is a national programme so the children are very excited to see the following week's programme to see whether of not their preferred option has been chosen, revealed as the story progresses.

INDIVIDUAL READING

Whilst this is not a regular feature or strategy used throughout the school teachers may use their professional judgement to identify children requiring basic skill development who would therefore benefit from individual reading to a teacher, LSA or parent helper. In addition in Year 6 children are given plenty of opportunity to read independently in preparation for the requirements of the end of key stage SATs.

To further encourage a love of reading amongst our pupils we offer an optional programme called 'Reading Eggs' for the children to access on line when at home. Not only does this programme inspire children's love of reading, it systematically helps to develop the children's reading and comprehension skills.

STRATEGIES FOR TEACHING AND LEARNING

SHARED AND GUIDED READING

We believe that a successful reading session is reliant upon:

  • A suitable, meaningful choice of text
  • A clear focus for teaching and learning identified as a learning objective.
  • An appropriate physical arrangement of teacher and class
  • Effective management of the whole class
  • Successful modelling of the reading process
  • Good quality questioning and prompts
  • A good balance of pupil and teacher talk
  • Providing appropriate challenge that builds on pupils’ existing knowledge and understanding

READING RECORD BOOKS

These are used to monitor frequency, level of parental involvement, and to some extent understanding of text. Reading logs are also used to message between home and school.

INTERVENTION PROGRAMMES

There are several intervention programmes for pupils identified through both formal and summative assessment as requiring additional support. This group of children are not children with special needs but have short term gaps in their knowledge and understanding. Pupils are selected are those identified as making less than expected progress. A trained teaching assistant implements the programmes with small groups of children, or on a one to one basis.

Phonics programmes currently used are;

  • Talisman
  • Totem
  • Precision Teaching
  • Toe by Toe
  • THREP
  • Lexia