We love books; we love the worlds they give us; we love stories, we love poems, we love fact books. Reading is at the core of our school and we hope everybody grows to love books. We have a wonderful library and wonderful books for the whole school to share. We even have Earlham Library just down the road where we visit so we can borrow even more lovely books.
Children from EYFS to Year 2 follow a progression of stage-banded books which helps to develop their phonic and key word recognition skills as well as their ability to retrieve and infer information. The teaching of reading is based on the ‘Letters and Sounds’ approach, using a carefully tailored mixture of books from Pearson’s Bug Club, Project X and Oxford Reading Tree to support development. From year 2 onwards, children are encouraged to become independent readers choosing appropriate books either from the classroom or the very well-resourced school library. Teachers monitor this reading in conjunction with parents. We expect the children to read daily at home and time in class is frequently given for ERIC (everyone reading in class). If individual children require additional support throughout key stage 2 to help them become independent readers then they will continue to receive regular 1 to 1 support until no longer needed.
Every lesson is driven by clear, concise and measurable learning objectives. These learning objectives are referred to throughout the lesson. Tricky/adventurous vocabulary is pre-taught; this may include: phrases, words, idioms and conjunctions. Throughout reading lessons, adventurous vocabulary is actively explored by teachers and pupils. The teacher will actively model the skills/ focus needed for the session. Comprehension modelling skills are also modelled by the teacher. Teachers ask wide-angled questions which are directly linked to the skill/domain which is being taught. Planned independent activities are directly linked to the skill/domain which is being taught. Teachers probe and develop responses by asking pupils to provide evidence from the text. Success criterias for specific reading skills are generated with pupils and these are referred to during the lesson and in the plenary. In Key Stage 1 guided reading records provide high-quality assessment information about attainment in reading and in KS2 marking grids are used following reading lessons so that the next steps for individuals/groups are identified.
Here are some of the key skills and images we use to teach reading.
Please look at our link Support your child with reading.