Reading – Approaches and Schemes
Our core reading scheme is Phonic Bug which is used from the Foundation Stage right through to Year 2. This is the scheme used in our partner junior school too. We believe in a balanced approach to teaching reading so the phonics scheme is supported by a range of other books. In our school our approach to teaching reading is varied: the children are involved in regular guided reading sessions where the text is discussed and children’s understanding checked, differentiated phonic groups, hearing children read individually. We also have home/school reading record folders and we encourage parents to support their children’s reading at home.
- We want to encourage the development of fluent, enthusiastic readers who choose to read for enjoyment.
- We will encourage children to respond to books.
- We aim to introduce our pupils to a wide variety of learning materials including literature from different times and places as well as non fiction texts,
- We want children to make links between reading and writing.
- We actively encourage parents to be involved in supporting their child’s development in reading.
- Children will be taught to use the library independently.
- The classroom environment should provide a rich and stimulating resource for children’s reading. Reading materials, including displays, should be reviewed regularly to take account of children’s developing needs.
- Children will be given a wide range of reading experiences including listening to and reading stories, poems, jokes, environmental print books written and illustrated by the children themselves and nonfiction texts.
- Children will have experience of shared reading, guided reading and reading independently.
- Children will be encouraged to make links between literacy and other subjects and will be supported to apply reading skills in all areas.
- Children’s enjoyment of reading will be fostered by encouraging them to bring in books from home to share and allowing them to choose stories which will be read to the class.
- School library displays, competitions and events such as World Book Day and National Poetry Day will help to make books fun.
Teaching and Learning
Foundation Stage -Reception
In Reception we follow The Phonics Bug scheme and elements from the Jolly Phonics Programme combined with Letters and Sounds materials. The children are given story books to share with parents, then books without words to encourage talk and discussion. When the children have some letter sound recognition, they are given simple reading books in line with Letters and Sounds phase 2. Books are read individually at first and are taken home to share with an adult. Later, books are read in small guided reading sessions. Children take home word boxes to aid wordbuilding and wordlists to help learn key and tricky words. We also use Action Words to help the children learn “tricky words” so continuing to follow a multi-sensory approach to learning.
Children will be supported to learn to:
- Link sounds to letters, naming and sounding the letters of the alphabet.
- Explore and experiment with sounds, words and texts, developing phonological awareness, imagination and creativity.
- Retell narratives in the correct sequence, drawing on the language patterns of stories
- Read a range of familiar common words and simple sentences independently.
- Know that print carries meaning and, in English, is read from left to right and from top to bottom.
- Show an understanding of the elements of stories such as the main characters, sequence of events and how information can be found in nonfiction texts to answer the questions Who? Where? Why? When? and How?
Key Stage One
In year 1 and 2 children continue to experience reading in a variety of groupings, shared, guided, paired and individual. They also work on their phonic knowledge in differentiated groups on regular occasions. Reading books are taken home each night. Books are borrowed from the school library (Year 1) and the local library (Year 2). Word lists are taken home to learn. A multisensory approach continues to be used. “Action Words” help learning of “tricky words.” In Year 2 children take home reading comprehension sheets to further develop their understanding of the text.
Children will learn to:
- Discriminate between the separate sounds in words (aurally)
- Recognise the letter combinations most often used to spell these words
- Read words using knowledge of phonics, sounding out and blending the separate parts
- Use a full range of reading cues- phonic, graphic, syntactic and contextual- to monitor reading and to correct their mistakes
- Discuss and understand their reading, being able to use technical vocabulary.
- Be interested in books, reading with enjoyment and being able to justify their preferences,
- Develop their imagination and creativity by making links with their reading
- Show comprehension of a text and be able to answer questions about it.
- Use inference and deduction to answer more difficult questions.
Liaison with Parents
Parents are invited to school on their child’s entry so that they can learn our approach to reading. We use home/school reading diaries where parents can comment on their child’s reading progress. The Home school diary has notes to guide the parents and our core reading scheme Phonics Bug gives details of reading objectives. In Foundation Stage, parents also receive regular letters detailing current literacy work and the children take home work to share with parents to keep parents informed and ensure that the work is consolidated. For example, each Jolly phonics letter is introduced in school and then the children take their work home each day for more practice with the letter sound and its formation.
Children’s reading development will be monitored as follows :
- Progress through the reading Scheme.
- Letters and Sounds progress through the phases.
- Teacher records of individual reading.
- Sight vocabulary lists of key words.
- Early Years Foundation Stage Assessment at the end of Reception.
- Step-trackers are used throughout Year 1 and Year 2.
- SATs reading tasks at the end of Year 2.
If you would like read more on the English Policy, you can download it from the link below. You are able to view it online or download a copy to print out.
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