READ AS A WRITER, WRITE AS A READER
For pupils to succeed in education, reading has got to be a priority. Our aim is for all pupils- irrespective of their needs, abilities or backgrounds- to learn to read fluently, with understanding and enjoyment. Once children can decode effectively, we aim to build word recognition and develop comprehension skills in order to produce secure, confident, independent readers who enjoy the benefits of reading. It is our intention that we introduce children to high quality texts so that they READ as a Writer and WRITE as a Reader.
The direct teaching of reading starts with oracy and phonics. We follow the letters and sounds approach with this being complimented by purposeful talk and lots of singing of nursery rhymes. Children have a daily phonics programme in which they participate in speaking, listening and spelling activities. Once pupils’ decoding skills are secure they undertake structured comprehension lessons which involves them in a whole class daily reading session. We have a mix of phonetically decodable and guided reading books which we believe provide a good balance for all the learning styles.
By KS2, we expect all pupils to be ready for the whole class reading sessions which are undertaken daily. We use a VIPERS strategy to reinforce teaching of vocabulary, inference, prediction, evaluation, recall and summary. The focus here is on vocabulary development, the development of specific reading skills and immersion in a wide range of texts. These lessons use class novels as a stimulus for deeper thinking and link a range of fiction and non-fiction texts to these in order to further develop contextual knowledge and understanding.
We also promote reading for pleasure as this itself plays a major role within reading development. Each day the children will be read aloud to. This is often held before or after lunch so that it does not get missed off the busy day. Over a year, children will have access to 6 forms of text complexity in order to successfully navigate reading with confidence. These are based on Doug Lemouv 5 plagues of the developing reader. We believe, if we expose pupils to books that feature these complexities we are ensuring rigour in their reading which then prepares them for the next stage of their education. As important, each class has a well-stocked library and books are celebrated regularly with recommendations from teachers sent home in weekly newsletters. Our reading environment also promotes the whole school love of reading.
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