Teaching Reading- More information
Principles for the Teaching and Learning of Reading
In order to deliver the above, we will meet the objectives outlined in the Primary Framework. This will ensure that all children are given opportunities to study a range of good quality and interesting fiction and non-fiction texts from a variety of genre. They will have the opportunity to read ‘real’ books and newspapers, big books, posters, ICT based texts, on individual computers and interactive Whiteboards, large texts, information booklets, banded guided reading materials and reading scheme
Strategies for the Teaching of Reading (Phonics)
At Dane Royd, reading is taught alongside Letters and Sounds initially. This initiative promotes a strong and systematic emphasis on the teaching of synthetic phonics to aid the teaching and learning of reading. As part of this scheme the children will be taught to:
• discriminate between the separate sounds in words;
• learn the letters and letter combinations most commonly used to spell sounds;
• read words by sounding out and blending their separate parts;
• study written representations of a sound and how it looks;
• recognise on sight vocabulary identified as ‘Tricky words’
Reading is taught through one to one sessions, Shared Reading sessions, Guided Reading sessions and opportunities to practise and consolidate skills through independent reading. During these sessions, teachers/teaching assistants will use a wide range of strategies to try and enhance the teaching of reading. Some of these are outlined below:
• Modelling and discussing the features of written texts through shared reading of texts;
• Giving direction to develop key strategies in reading;
• Demonstration - e.g. how to use punctuation when reading, using a shared text;
• Explanation to clarify and discuss e.g. need for grammatical agreement when proof reading;
• Questioning - to probe pupil’s understanding of a text;
• Investigation of ideas - to understand, expand on or generalise about themes and structures in fiction and non-fiction;
• Discussion and argument - to justify a preference;
• Provision of a wide range of fiction and non-fiction genres, for the children to choose from.
Strategies to Enhance the Learning of Reading
We believe that in order for children to foster an enjoyment of reading and in order for them to have an understanding of the texts they read, they must be at the centre of their own learning. Some of the strategies used to enhance this independent learning are outlined below:
• We are aware that all children are individual and have preferred learning styles. Therefore we aim to provide children with a range of visual, kinaesthetic and auditory experiences, which will enhance and improve their reading skills.
• Children will be made aware of/involved in determining the learning focus of the reading session and will have a clear understanding of what the teacher/teaching assistant is looking for in their reading/analysis of the text
• Children will be given oral and/or written feedback about their reading, in order to help them develop specific aspects of it further, aiding progression.
• Children will be given opportunities to self-assess their own reading. This not only promotes independence, but also assists in their reading development.
• Reading tasks/books will be appropriately matched to individual abilities and needs in the classroom (differentiation).
Opportunities for Reading
The whole class shares a text, which is beyond their independent reading levels, often using an enlarged text (paper or ICT based).
Shared reading provides a context for teacher modelling, teaching and applying reading skills (word, sentence and text level).
Guided Reading takes place in a small group, with a teacher or teaching assistant, and focuses on developing children’s ability to become independent readers, thinkers and learners. The children are grouped by ability and read individual copies of the same text, which matches the reading level of the group. Texts are selected from the school’s guided reading schemes or using ‘real’ books. Guided Reading within lower school uses a combination of the series of Letters and Sounds reading sets (to promote children’s blending and decoding skills) and other Guided Reading schemes (to promote comprehension). The teacher/teaching assistant shares the key objective(s) for the session with pupils, assesses pupil’s progress within the session, and records the outcomes on Guided Reading assessment formats.
Independent Reading Time:
Children read material which interests them, to assist them in fostering a genuine love of reading and help them to appreciate its value. During this time teachers act as models reading their own chosen material, to reinforce the above philosophy, alternatively they may complete a Guided Reading session with a group.
Texts appropriate to topic work or objectives covered in the Literacy are read aloud by the teacher. We believe that giving children the opportunity to hear an adult/teacher read to them, develops a child’s ability to comment on and respond to events and experiences within a text. These sessions also allow the teacher to check a child’s comprehension, by asking literal and
inferential questions, which aid deeper understanding of the plot and themes of the story, also increasing their vocabulary.
All children will be encouraged to borrow books from class collections, and read these at home and in school during independent reading time. Initially, children take home Book Banded (colour-coded) reading books, which are suitable for their reading ability (these books are often from a range of reading schemes). When children have progressed through all Book Bands, they move onto ‘Free Readers’ (‘real’, non-scheme books, suitable for their age).
Children access the library for research purposes, when appropriate, developing skills needed to locate and effectively use information.
Parents are urged to share books with their children and hear their children read at home. Parents are encouraged to make a written comment in the school planner/reading record, to show how their child read or understanding.
‘Literacy Matters’ Partnership
This initiative involves children from Years 5 and Year 6, reading with a trained volunteer assistant for a 30 minute session, on a one-to-one basis, each week.
This initiative focuses not only on the decoding of words, but also on understanding themes, characters and the plot of the text, as well as promoting positive attitudes and motivation towards reading.
The children selected to participate are usually underachieving in reading, and are chosen by the class teacher and Assessment Leader, based on assessment information.
Special Educational Needs (SEN)
Children with special educational needs are encouraged to take full part in reading sessions, both inside and outside the Literacy sessions. All pupils with special educational needs will follow the same educational curriculum as their peers, differentiated where necessary to meet their individual needs. Pupils who need it, are withdrawn for short periods, to participate in individual and small group programmes, based on their IEPs. Care is taken not to disadvantage pupils by this withdrawal.
In line with the Special Needs, Inclusion Policies, and the Primary Framework, Dane Royd Junior and Infant School believes all children are entitled to high quality teaching and learning, with regard to reading and we embrace the philosophy of inclusion.
Strategies to Ensure Progress and Continuity
• Long term, medium term and short term planning (reflecting the Primary Framework), shows progress in knowledge, skills and understanding and ensures the continuity of and development of a range of text types.
• Children’s reading development will be evaluated on an ongoing basis by the teacher/ teaching assistant and/or child, which ultimately informs the planning of reading tasks the following day or week.
• The Literacy co-ordinators will monitor and evaluate the teaching and learning of reading on a regular basis across school, to ensure continuity and progress is evident.
• Oral and/or written targets will be set by the teacher and/or child to help children achieve their full potential in reading.
Strategies for Recording and Reporting
• Every term, children’s reading skills will be assessed (through a formal reading assessment in the Autumn and Summer term and through teacher assessment in the Spring term). Each teacher will then be able to gauge the child’s strengths, areas for development and the progress made, and use this to plan future provision. . The school tracking system for reading is updated for every pupil on a termly basis.
Strategies for Use of Resources
• Teachers will provide a language rich environment with an inviting and well-resourced reading area, in order to promote and create an enthusiasm for reading.
• Reading resources (for shared, guided, home and individual reading) will be updated yearly, as necessary, following an audit of need. Reading resources which are damaged or out-dated, making them unappealing to primary age pupils, will no longer be used, and will be removed from book shelves.
• A range of visual, auditory and kinaesthetic resources will be used in the teaching or reading to ensure all learning styles of the children are being addressed.
• A range of ICT software is available for the children to use to help them improve their reading skills.