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Reading

Everybody knows that learning to read is a fundamental skill for life.

 

Throughout the Early Years and Key Stage One children are immersed in an environment rich in print. To enable children to become confident readers, synthetic phonics are taught throughout the school. The Jolly Phonics Scheme (Reception) and Read Write Inc are used to support the teaching of this.

 

Children are taught the sounds made by individual, pairs and clusters of letters. In addition to this, children read graded books from across a range of highly evaluated reading schemes (for example: Oxford Reading Tree and Rigby Rocket) which help to consolidate and assist them to recognise letters, understand the sound they make and blend these sounds together to create words. Children are also encouraged to use pictures as cues. Alongside this they learn to instantly recognise by sight the most common words in the English language. Many of these words are not phonically regular and it is important that they develop automation in their sight vocabulary. They see a word and instantly recognise it, without trying to sound it out. This automatic sight recognition of common words is crucial, as they appear so regularly in all the texts they encounter. (Link to common words)

 

A parent meeting takes place in the Autumn Term to give you more information on how to help your child with reading in Key stage One. A leaflet is also available.

 

As the children progress through the school, the emphasis moves from being able to decode text to establishing meaning and appreciating the purpose and intentions of the writer. Children read a range of texts. Teachers focus on developing seven aspects of learning:

 

Aspect

Reading strategies

Key phrase

1

Use a range of strategies, including accurate decoding of text, to read for meaning

Decode accurately Read with basic understanding (recall)

2

Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text

Seek, find and understand Literal response to text. Refer to examples in the text

3

Deduce, infer or interpret information, events or ideas from texts

Inference and deduction. Read between the lines; interpret information; put yourself in the character’s shoes Use evidence from the text to support views

4

Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level

Why is the text presented and organised as it is? Comment on structure. Comment on presentational features

5

Explain and comment on the writers’ use of language, including grammatical and literary features at word and sentence level

Why did the writer use that word/phrase/image/sentence construction/ punctuation? Awareness of the impact of the language used on the reader; literary awareness

6

Identify and comment on the writers’ purposes and viewpoints, and the overall effect

What are the ‘big messages about life’ here? What are the writer’s attitudes, values and view on the world? What is the writer’s purpose?

7

Relate texts to their cultural and historical contexts and literary traditions

What style of writing is this? Which literary genre does it sit in? How does this text relate to the world of literature? Can you put the text in context: socially/historically/culturally?

 

The Junior Library holds a plethora of books, which are colour coded by ability. Each child in the juniors has a library card and is given opportunities each day to visit the Library and take books out. Children in the infants also have the opportunity each week to visit the Infant Library.

 

To help your child develop the above skills it is essential that you continue to hear your child read out loud each week. You should pose questions for them when they are reading. The links below are to a range of generic question prompts that you can use to formulate questions to pose when your child is reading.

 

Questions to ask children when reading

 

Reading Diaries – All pupils have a reading diary. For young children this serves as a dialogue between the class teacher and parents about:

 

  • the book the child has read
  • what page they have got up to
  • how they read
  • how well matched the book was to the child’s ability level
  • any words they found hard

 

In the juniors, and as the children become more fluent readers, the reading diary becomes something else: a record of a child’s personal response, in writing, to the books they are reading. Here is an example of an outstanding reading diary in Key Stage 2.