Stranton Primary School

Stranton Primary School

"Only the best is good enough"

Reading

Reading Policy

 

Key Stage 1 and 2

 

In key stages 1 and 2 every child takes part in a daily literacy lesson. All children are read to by their teacher on a daily basis and until children are confident in decoding words for reading, they will receive daily 1:1 reading time with an adult too.

 

Y1 Phonics (30 minutes) – Phonics is taught daily in Year 1 from 9.00 - 9.30. This session is split into two parts; blending to read and segmenting to spell. We follow the Letters and Sounds teaching programme which separates the phonological progression into 6 main phases, which the children progress through at their pace. Children are grouped according to the phase they are currently working on. Each phonics lesson is divided into four main parts: revisit, teach, practise and apply. During the reading session, the children are taught a new grapheme-phoneme correspondence each day and will have the opportunity to practise reading this phoneme in words and apply their knowledge to decode simple sentences. In the writing session, the children will practise spelling words using the same grapheme-phoneme correspondence and will use these words when writing simple sentences. The children will apply their learning from phonics lessons into one-to-one reading sessions.

 

Guided Reading (30 minutes) – Guided Reading is taught daily in year groups 2 – 6. During this session children follow a guided reading cycle (refer to Appendices) which enables them to carry out a range of different activities to develop their reading skills. Children are grouped according to reading ability and given a book to challenge them at their level of reading.

 

Activities from the reading cycle are as follows:

  • Reading Preparation – Children are given a set amount of their focus text to read (e.g. a chapter). They are asked to focus on vocabulary, marking any unknown or interesting vocabulary. The children must then use the skill of reading in context to identify and record the meaning of these words, ready for discussion with the class teacher in the following session. Children are encouraged to record the interesting vocabulary they have come across in their reading in a vocabulary book so that this can be used within their writing.
  • Teacher Focused Reading – The class teacher teaches the children a reading skill, based on an objective from the National Curriculum. Teachers plan questions to develop comprehension skills. The teacher models how to create the perfect answers to the questions to achieve full marks, using full sentences wherever possible.
  • Active Reading – The class teacher plans a follow-up task for the children to further develop their word reading or comprehension skills. This could be through a range of approaches, such as written questions, sequencing, ordering etc.
  • Independent Reading Comprehension – Children independently read a text suited to their reading ability and then answer written questions based on this to develop their comprehension skills. The questions set comprise of three key areas; retrieval, inference and deduction and understanding vocabulary.
  • Reading Comprehension Follow-Up – The teaching assistant works alongside the children to mark their independent reading comprehension and model what the perfect answer looks like. Children have time to edit and improve their answers based on this.

 

 

 

Whole Class Reading: Whole class teaching of guided reading occurs twice fortnightly within the literacy lesson. Teachers teach specific reading skills based on an objective from the National Curriculum and then children practise this skill in differentiated tasks. Whole class guided reading is based on the class text for that term.

 

Reading for Pleasure: Reading for pleasure is encouraged in a range of ways across school. All classes base their literacy work on a class text to engage all children and inspire a love of learning across the curriculum. Additionally, all classes share a class story with their teacher at the end of each day so that the children have the chance to listen to someone reading to them. Regular time in our school library during story time also helps to promote the importance of books on a child’s education. Library clubs are currently running at playtime and afterschool to enable children to have access to a wide range of literary works. Where possible, children are given the chance to work alongside authors to listen to stories and produce some of their own. Opportunities for library visits are also planned for to ensure that children can access this service.

 

Intervention Programmes for Reading: Regular and rigorous assessments take place throughout lessons and at various points throughout the year to ensure the children are accessing the correct level of reading for them. If children are not working within the expected standard, they will receive extra support and targeted intervention from one or more of the following programmes:

 

  • Letters and Sounds
  • Direct Phonics
  • Wordshark
  • Nessy
  • Fresh Start
  • Inference Training

 

Progress made by children who participate in these intervention programmes is tracked by the TAs delivering them and then monitored by SLT to identify if it is successful or if a different intervention is needed to ensure that these children reach the expected level in reading.