READING DNA WICK C OF E PRIMARY SCHOOL
At Wick, our aim is to equip all children with the necessary skills needed to become confident and competent readers. We understand the fundamental importance that reading has on a child’s ability to access the wider curriculum, make progress and ultimately succeed in life. It is also our mission to open children’s minds to the magic and joy of reading, by introducing them to a wide range of carefully chosen literature. We believe that all staff, in partnership with parents, have a vital role to play in contributing to the teaching of reading.
We use the Little Wandle Phonics in reception, year 1 and 2. This is new to the school IN 2021 and will used from the start in Reception, and used in 1 and 2 as we phase out the old Letters and Sounds scheme. Children in these year groups will take part in daily phonics lessons, with interventions in the afternoon for those needing additional support. When children are ready they will take home a fully decodable reading book which matches their phonic knowledge. We have invested in Collins Big Cat books for this scheme, all new in 2021. At the end of y2 and into ks2 we use the Read Write Inc spelling scheme which will continue to teach common spelling patterns and extend the children’s knowledge.
We now teach a mix of whole class guided reading and small group work on a daily basis.
During whole class reading all pupils are exposed to a range of high quality challenging texts, extracts or chapters that are read aloud together. Pupils benefit from teacher modelling, ideas from other class members and immediate feedback. We follow a clear sequence based on reading VIPERS, covering the 6 key reading domains. As this is started in year 1, the children quickly become familiar with the expectations within the session, and the VIPERS skills are displayed in every classroom.
Guided reading sessions at the end of the week allow children to read at their level and have small group support on answering questions and locating information. The adults rotate between groups ensuring all children are heard read every week in KS1 and at least fortnightly in KS2.
We are also fortunate to have a range of reading volunteers to listen to individuals more regularly.
Pre-teach high level / key vocab in a variety of ways.
Read it, define it, see it, put it in context - sentence.
VI – very important words
Race to find the words in a dictionary
Write your own definition
Come up with creative sentences using new vocab (orally/written)
Act out words
Model other common uses
Sentences with missing words
Hook them in…
Read book blurb/show book trailer - tease before you read and get them excited!
Reveal front cover, title
REFER to the author and illustrator.
Make predictions (skill) before or during reading - draw on own background knowledge (key!)
Teacher to read book (KS1)/chapter/extract (KS2)
Spot VOCAB taught from the previous day.
Model read aloud… think aloud… process (not too many questions at this stage) whilst reading.
Model inference through verbalising thought processes.
Finish by summing up characters/plot etc.
Or in KS1 demonstrate understanding through sequencing events (story mapping), discussion and drama.
I wonder why…
This makes me think of…
Lemor (Reading Reconsidered) calls this line by line reading, with frequent pauses for analysis and allowing the teacher to show children that good readers think while they read in order to achieve an acceptable standard of coherence.
Remember this lesson is about modelling what ‘experienced’ readers do. Constant stopping and questioning is not beneficial here.
During reading, pause to use ‘prediction’ skills.
I read… We read… You read…
Mixed ability partners – choose carefully!
Train partners well to answer questions linked to the VIPERS.
KS1 – answer questions orally (using full sentences where appropriate)
KS2 – summarise, make notes
See question doc.
Train children on SAT’s style questioning
Teach ‘how to’ answer comprehension style questions.
Walk through modelling WHAT the question is asking (type of question) and HOW to answer it.
The beauty of this lesson is the children have ‘understanding’ of the text before answering the questions from the extract chosen
KS2 – Guided reading with adults in the class. Groups to rotate. Rest of class reading independently.
KS1 children – read 1:1 using their home-school books or take part in a ‘book talk’ group using a levelled book.
See year group ARE grids
READING AT HOME
In EYFS and Key Stage 1, your child will be issued with books from our Collins Big Cat scheme to take home regularly. Starting at Lilac you may find no words in the book, but this it to encourage book talk, questioning, predicting and sharing ideas. As your child progresses they will move up the colour bands – a mixture of fiction and non fiction books will be sent home. Once a child has developed sufficient reading stamina and fluency, they will progress to being a free reader and encouraged to choose a book from the class library to take home.
To encourage reading at home we have our 4/7 reading programme, where we ask parents to sign that they have shared the reading book with their child at least 4 out of 7 days that week. With older children, who often prefer not to read aloud, we ask that parents have a ‘book talk’ with them to check in on at least 4 days. We reward children we meet this target with a class treat of their choosing.
READING FOR PLEASURE
Each classroom has a selection of age appropriate but more challenging books, as part of their class library and their teacher will encourage them to read from this selection to improve their awareness of quality literature. They will also hear a book read to them on a daily basis by their teacher, and, as well as enjoyment, this has the effect of encouraging them to read books by similar authors, or other books in the series.
We have fabulous library, full of both fiction and non fiction books, and now that we are in a position to relax Covid restrictions, we encourage children to borrow books from here and the older children
will often set up a book club for the younger children to promote library use.
Each year we celebrate World Book Day with a variety of events, often culminating in a lovely dressing up day!
We also use online opportunities to link up with authors to promote a love of reading.
We assess reading using the school’s AREs – Age related expectations. We measure progress termly and this identification of gaps allows up to plan our teaching and prioritise support for the following term.
During term 6 year 2 and year 6 children are also assessed against the Reading TAF framework. Year 6 have traditionally sat a SAT paper, but this has been in abeyance during the Pandemic and we await information on proposals for 2022.
In year R and year 1, phonics is assessed on a termly basis and children in y1 sit the statutory Phonics Screening Test – again, this has been impacted by the pandemic and we await information on proposals for 2021-2
Children in YR are assessed against the ELGS for comprehension and word reading.
Children identified as needing extra support with reading will be offered interventions, firstly in a class based situation. Priority readers – those in the lowest 20% will be heard read daily and prioritised for any additional reading support from volunteers.
We also run a series of inclass interventions for those struggling with comprehension.
If in class solutions do not seem to be enough, we then refer our younger children to our excellent Reading Recovery Team, and these children will then receive targeted support on a regular basis for a defined period of time. Results from this type of intervention are very positive and the short programme of support is often enough to get a child back on track. We then pair them up with an adult reading buddy to keep the progress going until they are confident enough to be free readers.
As mentioned before, we are also backed up by a fabulous team of reading volunteers, many of whom have a long association with the school and receive training to update them in any new approaches.
If you have any further questions, please contact the reading lead, Mrs Sally Smith, or for more specific information on Phonics, our Phonics Lead Mrs Ella Davies.
READING MILESTONES – Please see our website for our updated reading milestones.
READING BOOK LISTS – Please check our website for details.