Reading Subject Statement
Reading Subject Statement
Reading Leader: Mrs C Knowles
When teaching children to read, it is our intent that:
From Early Years, children will be emerged into a language rich curriculum through high quality text which will support and enrich the wider curriculum. Children will have the opportunity to be fluent, confident readers who are able to successfully comprehend and understand a wide range of texts. They will develop a love of reading, a wide knowledge of authors and a deeper curiosity and understanding of the world around them. The wider curriculum is seen as a vessel to learn language which in turn will support the reading fluency for all children. We understand the importance of parents and carers in supporting their children to develop both word reading and comprehension skills, and so we want to encourage a home-school partnership which enables parents and carers to understand how to enhance the skills being taught in school through good quality texts.
The implementation of our reading curriculum
Our children are immersed into a world of reading and books throughout their time at Star Academy. We ensure that children have access to high quality books through reading areas, our library, whole class shared stories and through a range of text which help to drive and underpin the wider curriculum. The children have regular access to fiction, non-fiction and poetry in English lessons as we use the power of the written word to underpin our writing.
Early Years & KS1
Early Reading in our EYFS and Year 1 follows the Little Wandle Phonics scheme.
From Year Two
From Year 2 onwards, when pupils’ phonemic awareness and phonic are stong enough, Grammarsaurus Comprehension Crushers are used to continue to build fluency in reading, while also ensuring children learn key comprehension skills to gain in depth understand of texts. Children learn to retrieve, infer, explain and summarise in Reading lessons. Emphasis is also based on children’s understanding of vocabulary. T
The scheme is designed to maximise opportunity for daily, weekly and monthly review, to ensure new vocabulary, concepts and knowledge are encoded into long-term memory. Each unit encompasses a range of fluency and vocabulary activities to improve reading comprehension.
In our sequence of Reading lessons, first prior knowledge is discussed to help contextualise the text being studied. During these lessons, there is an emphasis on pupils’ understanding of vocabulary, whether these be tier 3 words – vocabulary which is essential for mastering specific academic subjects – or tier 2 words – high-frequency, versatile words, which are crucial for building a robust vocabulary foundation. Fluency grids are used to teach children correct pronunciation of words, as well as their meaning. The aim is that children will be able to automatically decode these words so that they are not stumbling blocks when reading the text being studied. Our next lessons focus on layered reading. We use echo read to model and practice good reading, as well as timed read to encourage pupils to focus on their speed of reading and overall fluency.
Following these sessions, now, with a greater overall understanding of the text, pupils summarise the important parts of the text by answering key questions.
Reading at home
Children are able to access books at home in a variety of ways: scheme book, free choice book, access to e-books through Collins e-books. We ask parents to read with their children on a daily basis and to record this practice in a reading record book.
Assessment
Phonics is assessed in accordance with the Little Wandle Scheme. For children on the Grammasaurus scheme, they have an un-seen text fortnightly with domain questions to answer. In addition to this, reading speed and fluency is assessed throughout the unit.
Book benchmarking takes place regularly, as needed. This ensures that new reading skills are practiced using instructional texts and books sent home are easy and pleasurable.
From Y1-Y6, we also use NTS formative assessment tests at the end of every term. These are analysed to inform next steps through the Rising Stars MARK/ Shine scheme.
Environment
Classrooms and learning areas support and enrich the learning of all children. As well as being rich, vibrant and welcoming, the environment is an important way to engaging children, by promoting a love of reading. All classrooms have a reading area which is pride of place and allows them to peruse books and make choices about their favourite genres and authors.
Working with parents
Parents and family members are vital to, and considered as partners in their children’s learning and progress: we actively encourage their involvement through:
- A reading record book
- Discussions about their child’s reading and current book
- Parent consultations
- Workshops to support the practice and enjoyment of reading at home
Little Wandle is a DfE validated systematic synthetic phonics programme.
Why learning to read is so important:
- Reading is essential for all subject areas and improves life chances.
- Positive attitudes to reading and choosing to read have academic, social and emotional benefits for children.
How children learn to read:
- Phonics is the only route to decoding.
- Learning to say the phonic sounds.
- By blending phonic sounds to read words.
- Increasing the child’s fluency in reading sounds, words and books.
Reading fully decodable books
- Children must read books consistent with their phonic knowledge.
- It is essential not to use other strategies to work out words (including guessing words, deducing meaning from pictures, grammar, context clues or whole word recognition).
- Books must be fully decodable and follow the Little Wandle scheme
- Children need to read books in a progressive sequence until they can decode unfamiliar words confidently.
The role of Parents’ and Carers’
- Have a positive impact on their child’s reading.
- Should model the importance of reading practice to develop fluency.
- Children take home books they have read at school to re-read at home to build fluency.
- There are two different types of books that pupils bring home: reading practice and books to share for pleasure.
- Reading at home encourages a love of books, along with developing vocabulary and discussion.
- Parents should use voices, expression, discuss unfamiliar vocabulary, talk about the pictures, and predict what might happen next.
- Give positive yet informative feedback in the home reading diary at least 3 times a week
Supporting your child with reading
LS Parent Handout Reception Autumn 2024
Pronunciation Guide Reception Autumn
Pronunciation Guide Reception Autumn 2
How To Say The Phase 5 Sounds September Year 1
LS Parent Handout Year 1 Phonic Screen
LS Parent Handout Year 1 Sep 24
Support For Parents With Tricky Words Year One
For parents | Letters and Sounds
Please look at the parents area on Little Wandle. You will see videos for how the lessons are taught, how to pronounce the sounds and much more. There is a great section on nursery rhymes. Please click on the link below or scroll down to see helpful video clips.
https://www.littlewandlelettersandsounds.org.uk/resources/for-parents/#tabnametabSupportForPhonics
Although your child will be taught to read at school, you can have a huge impact on their reading journey by continuing their practice at home.
There are two types of reading book that your child may bring home:
A reading practice book.
This will be at the correct phonic stage for your child. They should be able to read this fluently and independently.
A sharing book. Your child will not be able to read this on their own. This book is for you both to read and enjoy together.
Reading practice book
This book has been carefully matched to your child’s current reading level. If your child is reading it with little help, please don’t worry that it’s too easy – your child needs to develop fluency and confidence in reading.
Listen to them read the book. Remember to give them lots of praise – celebrate their success! If they can’t read a word, read it to them. After they have finished, talk about the book together.
Sharing book
In order to encourage your child to become a lifelong reader, it is important that they learn to read for pleasure. The sharing book is a book they have chosen for you to enjoy together.
Please remember that you shouldn’t expect your child to read this alone. Read it to or with them. Discuss the pictures, enjoy the story, predict what might happen next, use different voices for the characters, explore the facts in a non-fiction book. The main thing is that you have fun!
Our annual reading evening in September will support you to help your child when reading at home, so please don’t worry if this is new to you.