Our aims are that our children will learn to read; they will enjoy a wide variety of texts and will become independent, critical, lifelong readers and learners. We will secure pupils’ reading skills by the end of Key Stage 1 and develop clear systems and policies for promoting the love of reading.
What is Shared Reading?
Shared reading is when the whole class joins in the collaborative act of fluent, expressive text reading and re-reading. The Teacher’s role is to make overt what good readers do: acting as a model, demonstrator and instructor and leading discussions about the interpretation of the text. The Teacher orchestrates responses, drawing attention to reading strategies and features at text, sentence and word levels, appropriate to the age, experience and ability of the majority. Sensitive questioning and prompting of individual children helps to ensure maximum participation and understanding.
What is Guided Reading?
Guided reading provides the opportunity for children to apply their existing reading skills. It provides a challenging experience in order for learning to take place. Children are able to make meaning at text, sentence and word levels. Teachers can monitor and progress comprehension strategies and provide opportunities for children to work and communicate together in order to share strategies.
What is Independent Reading?
Independent Reading is either when children return to familiar texts – re-reading strengthens a reader’s control over the reading process, or when children read texts selected by themselves – an important part of developing independence, motivating readers and helping children to develop and discuss their reading preferences. All pupils within the School are placed on a book band that is appropriate to their current reading attainment, as assessed through the use of the Salford Reading Tests. At each book band, pupils become fluent and confident both within decoding (saying the words) and in comprehending the text. Pupils are assessed with an individual miscue to ensure that they have secured both of these skills before changing the colour of their book band (From Red Book Band Onwards). These book bands correspond with year group expectations as set out in Appendix 2.
We aim to provide children with an integrated programme of learning letters and sounds through Speaking and Listening, Reading and Writing. The Teaching of Phonics is based upon Curriculum Guidance in Letters and Sounds and the Statutory Framework for the Early Years Foundation Stage, providing children with:
A daily Phonics session, based on a model of review, introduction of new learning, practice and application;
Focused directed teaching involving oral and written practice of letters and sounds;
A variety of teaching methods, including demonstration, modelling, games, interactive activities, singing and other practical activities.
- To ensure a consistent and systematic approach to the teaching and learning of Phonics.
- To provide opportunities for pupils to have daily oral and written practice to increase phonic knowledge and handwriting skills.
- To encourage pupils to implement their phonic knowledge in Reading, Writing and Spelling activities.
For further information about our approach to Reading and Phonics, please view or download our English Policy which you can find in the school policies section of our website.