Approach to Reading and Phonics at Tutshill

Approaches to Reading and Phonics

AIMS

In reading we aim for our children to:

  • Develop a love of literature and read for pleasure and enjoyments. We believe that active encouragement of reading for pleasure is a core part of every child’s educational entitlement, whatever their background or attainment.
  • Read confidently, fluently and with good understanding.
  • Be able to express their opinions and justify their preferences about a wide range of quality fiction/non-fiction texts.
  • Become readers for life.

Approaches

Approaches to reading include:

  • Guided reading: during guided reading sessions children who are not the focus group undertake different activities, such as reading individually or with a partner, follow-up work from a previous guided reading session, poetry reading, playing word games, listening to story tapes, reading to another adult, or using talking books on the computer.
  • Independent reading
  • Individual reading
  • Whole class shared reading
  • Phonics
  • Wider reading (including class books shelves, school library and class story)
  • Classrooms are full of appealing books where children can browse in comfort. Wall displays, pictures, notices, topic words and captions are on view to stimulate an interest in reading.
  • A wide range of books, both fiction and non-fiction, including big books, poetry, picture books, folk tales, traditional tales, myths and legends, plays, dictionaries….are used in each classroom.
  • Home reading through the use of reading records or journals
  • ‘Reading Stars’ club promotes the use of the library, as well as the enjoyment of reading.

Phonics

The TES phonics programme which is based on Letters and Sounds is followed through the lower part of the school. Reception start at phase 1, working through each phase. Key Stage 1 children are split into phase groups depending on their individual phonic ability and needs. Children meet in their phase groups daily. Games, activities and tasks linked to phonics are carried out at this time. In Key Stage 2, those children who have successfully completed Phase 4 and above follow the school spelling scheme. These children remain within their class and focus on weekly spelling lists. Those children in Key Stage 2 who require further phonics work will follow an individualised or small group phonics programme according to their need, and will have access to Key Stage 2 statutory word lists.

Reading Schemes

In order to ensure breadth and balance within reading we do not rely on any one commercial reading scheme. We have used a range of schemes to allow us to tailor our sessions to the needs and interests of our children.

Schemes used include:

  • Rigby Star
  • Comprehension Success
  • Key Comprehension
  • Oxford Tree Tops
  • Oxford Reading Tree
  • Oxford Project X

 Reading in Early Years

  • Reception have their own small library bookshelves within the classroom.
  • In Reception, we use TES Phonics, and using songs and actions (mnemonics) from Jolly Phonics we teach letter sounds (phonemes) daily. 
  • As children are becoming secure with their letter sounds and word building they are given words to take home and practice.  These words are a combination of High Frequency words, tricky words and those the children will come across in their reading.  The children work up a selection of word walls and they are given books from a variety of reading schemes linked to their reading ability.
  • To read the children need to learn how to blend sounds together in order to read a word.  They need to be read to regularly and then listened to in a quiet, relaxed environment.  They should be encouraged to follow each word with their finger.  They need to talk about the book in order to understand the story in full.  It should be an enjoyable experience for all.
  • Guided Reading starts by focussing on handling books and developing children’s vocabulary and use of describing language to explain what is happening in the story and to develop the ability to predict possible ideas. They are encouraged to retell familiar stories using props and puppets and to be confidently excited about a range of texts. As children develop their phonic awareness this is taught and applied in guided reading sessions.

Reading in Key Stage 1

Children in Key Stage One follow an individual reading scheme. Each child has an individual reading book which is read at school and at home, this is recorded in a reading diary. This is tailored to the child’s reading ability and needs. Children in Key Stage One also carry out group reading once a week within class and have access to class texts. Children in Key Stage One enjoy wider reading through books based on the current class topic and other areas of the curriculum. Children in Key Stage One have access to the library and are given the opportunity for reading for pleasure.

Reading in KS2

Children in Key Stage Two follow an individual reading scheme. Each child has an individual reading book which is read at school and at home, this reading is recorded in a reading journal. This is tailored to the child’s reading ability and needs, but also involves an increasing level of choice for the child. Children in Key Stage Two also carry out group reading once a week within class and have access to class texts. Children in Key Stage Two enjoy wider reading through books based on the current class topic and other areas of the curriculum. Children in Key Stage Two have access to the library and are given the opportunity for reading for pleasure.

Reading using ICT

A number of children also have the use of Kindles through pupil premium, they have individual reading books uploaded which form part of their reading for pleasure time. The school now has class sets of Learn Pads and we are exploring how to incorporate these effectively in to our reading sessions and lessons.