Reading is a key life skill that enables our pupils to acquire knowledge as well as develop culturally, emotionally, intellectually, socially and spiritually. It is our aim that our pupils leave Summerside reading fluently, easily and with good understanding. Our children learn to navigate non-fiction texts with ease to research and pursue their own interests. We endeavour to foster a love of literature for all children, who will delight in the imaginative world provided by a good book.
Our youngest children love listening to stories read aloud in their classrooms. Our talented staff bring traditional and contemporary stories alive using puppets, story props and and through their use of fantastic story telling voices. In our Early Years our children learn how to handle books and look after books, how to discuss characters and retell familiar stories.
Read Write Inc. is the programme we use to teach our Reception and Year 1 children to read. At the heart of Read Write Inc. is the systematic teaching of all of the common sounds in the English language (RWI calls these the Speed Sounds). Children are taught to recognise the sounds and to put them together (‘sound blend’ them) into words for reading. Children are grouped according to their ability across the year group and each group follows a phase in the scheme, appropriately matched to their level of ability. Pupils are regularly assessed to ensure they are making the expected progress. The expectation is that pupils have learnt all Set 1-3 sounds by the end of Year 1 and can use these proficiently in their reading. However, pupils who still need phonics support in Year 2 and beyond are provided with additional phonics teaching.
There are lots of , games and apps that support phonics learning. Below are some websites that you could use.
Daily Reading Sessions in Key Stage 1 and Key Stage 2
At the beginning of each reading lesson, the teacher leads a whole-class reading strategies session. During this time, we explicitly teach pupils the strategies needed to become a proficient reader.
During the second part of the session, the class teacher works with a different focus group of up to 6 children each day, this is called Guided Reading. Throughout the school, we use banded books that are matched closely to the pupils reading ability, as well as carefully selected real books/extracts for this session. During this session, the children will work on different reading strategies depending on their age and reading ability. In key stage 2, we use the ‘Reciprocal Reading’ method of guided reading. Our teachers use carefully planned questions, so that within each session, the pupils are able to practise using range of reading strategies, including clarifying, predicting, summarising and questioning. Whilst the class teacher is working with the focus group, the other pupils work on set reading activities. The activities include/ story mapping, retelling the story with puppets, answering comprehension questions on ‘First News’ online and reading for pleasure.
Shared Reading Aloud
Our class teachers know that they are reading role-models and regularly read aloud to their class. Sharing a good book will help our children to develop a love of reading as well as help the children to absorb regular language patterns, and broaden their vocabularies.
All children are encouraged to read at home every day. We provide our children with books at a suitable reading level to do this. Pupils reading books up to lime book band should take a banded book home as well as a suitable picture book / easy reader chapter book or non-fiction book from the class book corner. Children working at beyond lime book band can select chapter books from the book corner as well as an additional picture or non-fiction book. Parents of younger children should keep a record of daily reading in the pupil’s reading diary. This is great opportunities for parents to feedback what they know about their child’s reading to the class teacher. Our class teachers update the pupils reading records on a weekly basis, so that parents are informed about their child’s reading.