Reading, Phonics and Spelling

LEARNING TO READ AT ST PETERS

The National Curriculum identifies three strands of reading:

-Word recognition: decoding (reading) and encoding (spelling)

-Understanding and interpreting texts

-Engaging with and responding to texts

A St Peter’s we aim to:  

·      develop a love of reading in our children.

·      teach children to read accurately, fluently and independently.

·      develop children’s understanding of, and response to, the texts they read.

·      support children to understand the meaning of what is read to them.

·      provide all children with opportunities to read, analyse and evaluate a wide variety of text, including              literature from the English literary heritage and other cultures and traditions.

·      provide all children with a wide variety of genres and stimuli.

·      enable children to use reading skills to access all areas of the curriculum.

·      develop in children the understanding that the reading experience allows us to make connections with other       people.

·      develop children’s ability to use reading to walk through doors to the past, to the future and to other worlds        both real and imagined.

·      stimulate and enhance children’s writing through their reading experence.

At St Peter’s we use the Oxford Reading Tree as our core reading scheme in key stages 1 and 2. In Foundation Stage (Rainbow Class) we use a combination of Oxford Reading Tree and Rockets.

Well-stocked class book corners and a vibrant, accessible library with fiction, non-fiction, picture books, big boos and story sacks enhance children’s reading experience.

We teach PHONICS using ‘Sounds-Write’. This supports children to decode when reading and to sound out words in have a go writing.

We provide an information session for parents, carers and helpers and an information sheet which is also available on our school website, offering guidance on reading and the implementation of Sounds-Write.

In order to ensure that our teaching and learning of reading is as effective as possible we will:

·   Access a wide variety of factual, fictional, poetry and reference material to support our class topics, whilst ensuring thorough coverage of the units set out in the Renewed Literacy Framework. These units are adapted and amended by teachers to secure the best possible approach to teaching literacy in a cross-curricular context, linked to our class topics.

·    Have daily shared reading sessions where the teacher models the reading process and the children are actively involved; listening to the text being read aloud, joining in and following the reading, and contributing to discussion and response. E.g. Story time in KS1 and reading of big books or a class book in KS2.

·    Have daily planned guided reading sessions in classes 2-6 and regular guided reading sessions in EYFS and Year 1. The teacher and/ or TA works with a small group of children who are able to read at a similar level and multiple copies of books are used, matching or challenging the children’s reading ability. The other groups are involved in reading related activities.

·    Have daily reading sessions in Years R and 1 where the children read aloud to the teacher, the TA’s and volunteer helpers in order to get them started as readers and enable them to access the reading scheme.

·   Provide additional reading support for targeted groups. E.g. Trugs, additional guided reading in small groups, 1:1 reading, Acceleread.

·   Implement the Sounds-Write phonic scheme from EYFS to Year 3. Additional intervention phonic sessions are provided and planned for older children if needed.

·   Have a regular specified time for quiet reading in each class.

·   Offer a guided free choice of reading materials in class.

·   Provide access to topic books to support the main cross-curricular learning areas.

·    Include a constructive use of ICT.

·   Promote vibrant book corners which draw children in and help to develop a love of books.