Reading

Reading is an integral part of our school curriculum and impacts on all learning. A strong emphasis is placed on a love of reading from Foundation Stage to Year 6. This is in the form of one to one reading, shared and guided reading as well as independent reading.

Shared Reading

  • Opportunities for Guided and Independent activities
  • Work builds on itself over the week
  • Variety of teaching methods and tasks
  • Variety of text sources: books, extracts, song lyrics, pictures, clips (Literacy Shed etc), class novel

Y1 only Focussed Reading

  • Not independent
  • With an adult
  • Modelled
  • Working on targeted skills gaps with support
  • Think of it like an intervention for each group

All children have access to a range of stimulating, well organized and enjoyable books through class library and access to the school library.

Nursery

Model reading stories daily. (Core stories/stories relating to the theme/topic/stories identified on the reading spine.)
Library sessions – Read a story and take a book home weekly.
Provision links to reading – reading enhancements are evident in the provision and books relating to the theme/topic are in a range of areas. These are changed at least once a half term.
Re-telling stories – Daily Talk 4 Writing – revisiting the text map and introduction of speed words to explore vocabulary.
Rhymes are shared and modelled to parents during Rhyme Time each week.
Interactive books on iPads and on the whiteboard as identified on the MTP – each half term.
Daily phonics input delivered in key-worker groups.

Reception

One to one readers completed more than once a week. A reading book sent home and changed at least weekly.
Model reading stories daily. (Core stories/stories relating to the theme/topic/stories identified on the reading spine/shared reading twice a week.)
Library sessions – Read a story and take a book home weekly.
Provision links to reading – reading enhancements are evident in the provision and books relating to the theme/topic are in a range of areas. These are changed at least once a half term.
Bear words 1-8 – runs alongside 1:1 reading
Re-telling stories – Daily Talk 4 Writing – revisiting the text map and introduction of speed words to explore vocabulary.
Interactive books on iPads and on the whiteboard as identified on the MTP – each half term.
Daily phonics input delivered in differentiated groups.
Homework sent out each week relating to the phonemes covered in phonics.
Sustained reading every other morning from 8.40-9.00

Year 1

One to one readers at least weekly.
Model reading stories daily. (Stories relating to the theme/topic/stories identified on the reading spine/class novels/shared reading three times a week.)
Library sessions – Read a story and take a book home weekly.
Reading books sent home and changed Mondays, Wednesdays and Fridays.
Focussed reading sessions twice a week. 1 session to focus on phonics and 1 to focus on the domains 1a to 1e.
Bear words 9+ runs alongside 1:1 reading
Re-telling stories – Daily Talk 4 Writing – revisiting the text map and introduction of speed words to explore vocabulary.
Daily phonics input delivered in differentiated groups.
Sustained reading every morning from 8.40-9.00 and every afternoon 12:55 – 1.10pm.

From Summer 2 term (After phonics screening)

Model reading stories daily. (Stories relating to the theme/topic/stories identified on the reading spine/shared reading four times a week.)
Focussed reading sessions once a week.
Sessions to focus on the domains 1a to 1e.

From Year 2 upwards the expectation is that focused reading takes place once a week and shared reading takes place on the other 4 days.

Year 2

  • Story time, modelling stories/shared reading (daily)
  • Library sessions – Books to take home (weekly)
  • Talk about books and pictures
  • Reading books sent home (changed Mondays, Wednesdays and Fridays)
  • Focussed reading sessions (weekly)
  • Re-telling stories – Talk 4 Writing
  • Reading every morning from 8.40-9.00 and every afternoon 12:55 – 1.10pm.
  • 1-2-1 reading for children below expected level (daily)

Years 3-6

  • Class novel, modelling stories/shared reading (daily)
  • Focussed reading sessions (weekly)
  • Reading (every morning from 08.40-09.00 and every afternoon 13:10– 13.25)
  • 1-2-1 for children well below expected level (daily)
  • Children below age related expectations for reading will be screened and targeted for reading basic skills, phonics and key word recognition ( ½ termly)
  • Children starting to be trained in changing own books in Phase 2 area.