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Reading at The Priory School
At our school we want each child to be able to:
- read fluently and with good understanding-develop the habit of reading widely and often, for both pleasure and information -appreciate our rich and varied literary heritage -acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading
The programmes of study for reading at key stages 1 and 2 consist of two dimensions: •word reading •comprehension (both listening and reading).
When we first learn to read we look at developing early reading behaviours.Handling books •Does the child know that print contains messages?•Can the child identify the front of a book?•Can the child turn pages independently and appropriately?Concepts about Print•Does the child know the difference between a word and a letter?•Can they point to the first and last letter/word in a sentence?•Do they know about punctuation?
Directional Movement•Can the child tell us where to begin their reading?•Reads the left hand page before the right hand page.
Awareness of Punctuation•Knows the meaning of and responds to a full stop.•Knows the meaning of and responds to a question mark.•How the reading sounds•Can the child read familiar texts in a phrased and fluent manner?
Early Readers
Early ReadersWord recognition•Locates a few high frequency words and reads them.
Phonic knowledge •Identifying most phonemes and matches them to graphemes.
Self-Correcting• Notices errors in terms of the meaning – the context of the story.
• Notices visual errors and mismatches.
• Notices errors in the structure of a sentence/language.
• Repeats/rereads words and phrases to correct errors.
Phonics• Jim Rose’s review of early reading confirmed that high quality phonic work should be
the prime means of teaching children how to read and write.
• As a result, the government produced its own phonics programme, ‘Letters and Sounds.’
• Letters and Sounds is a 6 phase teaching programme which is designed to run from FS1 (Nursery) to Year 2, but in our school (as in others) we are continuing the daily phonics sessions higher up the school.
• Across our school we teach phonics for 20 minutes first session every morning, when children are most receptive and attentive.
• Following phonic assessments of the children, we put them into groups that best meet their needs. In order to run the separate groups, teaching assistants deliver phonics.
• Phonics should be fast paced, interactive and fun: “ Taught well, spelling can be a magical way of interesting children in language, or it can be a mindless chore.”
Phonics is…
Segmenting and blending sounds
+Grapheme-phoneme correspondences
Words• Within phonics sessions we teach the children how to read and write decodable
words and ‘tricky’ words.
• A ‘tricky’ word can’t be spelt by listening to the individual sounds (the, does, was).
• Across the phases we teach and practise phonemes, the children learn how to blend and segment sounds to read and write decodable words, for example day, train, green, make, thigh, hear, chew, her and snow.
• We use different methods to teach tricky words and decodable words.
• Phonic activities and games we use at school to teach words.Silly soupPhoneme countFlashcardsQuick- write Robot talk ( Old Macdonald)BingoHunt the wordMnemonicsPass the bagBuried treasure
Phonics at home• Play ‘I spy’ (something beginning, or ending with…)• Robot talk ( give segmented instructions)• Play hangman with them, or other spelling and word games• Display tricky words, letters/digraphs around the house• Make letters and words out of playdough, or collage them• Practise forming letters early on this might be in the sand• Practise sounding out and spelling words at every opportunity by writing shopping lists,
cards, letters, invitations• Play letter, digraph or word Snap or Bingo• Learning or making up own mnemonics for tricky words• Write and read words, questions silly sentences using fridge magnets.• Read words on signs and labels in the environment (e.g. shops and roads)• Read with them regularly, discuss spelling patterns and tricky words• Explore rhymes and songs
Useful Resources• www.primaryresources.co.uk • www.phonicsplay.co.uk • Jolly Phonics/Grammar handbook, CD, stories
What do effective readers do?• Understand that print conveys meaning• Understand the conventions of print• Use their phonics• Recognise and read known whole words automatically• Notice when the text does not sound right• Problem solve independently – e.g. re-reading• Listen to themselves• Read fluently with intonation and expression• Predict what will happen in the story• Use prior life experience and knowledge of the world• Use their knowledge of the English language• Understand the text literally and inferentially• Use punctuation to bring meaning to the text• Scan and skim to locate information
Reading at The Priory
At our school we use different strategies to teach children to read:•Phonics (target groups)•Guided Reading (small target group)•Shared Reading (whole class)•Modelled Reading (whole class novels)•Literacy Volunteers•One to one reading with an adult, TA, teacher•‘Switch On’ reading intervention (1-1 with an adult)
Guided Reading
The Six-Step Structure
Step OneText Introduction:
Familiarise pupils with the text.
Look at the book cover and blurb.
Make predictions.
Step TwoStrategy Check
Set a reading focus.
Remind pupils of strategies for reading tricky words.
Step ThreeIndependent Reading
Children read to themselves individually.
Teacher hears the children read.
Step FourReturning to the Text
Return to areas that caused difficulty.
Check children’s understanding of the text and the reading focus.
Step FiveResponding to the Text
Extend understanding through higher order questioning.
Step SixNext Steps
Set a follow up task
Shared Reading
What is it?
• Sharing of a text with children.
• Repeated reading of a text.
• Teacher modelled reading.
• Using texts to highlight conventions of reading and to aid comprehension skills.
How does it work?
• Book is introduced in a set way each time.
• Multiple readings of text over a few days.
1st time – Enjoyment
2nd time – Building and extending comprehension
3rd time – Focus on language and vocabulary
4th time – Decoding words.
• Text can be used with a whole class or with groups of children.
Benefits of Shared Reading
As the text used is ABOVE the level children are reading independently:
•They can access literature they can’t, when reading independently.
•The teacher can model reading for the children.
•Individual needs of the children can be well met.
•Sight recognition of words developed.
•All children feel supported by reading experience.
•Positive attitudes to reading developed.
•Independent reading incorporated in safe environment.
Book Banding
We have book banded all of the reading books in our school.
This means that the children will each bring home an individual reading book from the book band colour they are on – this relates to their reading level.
Please practice this book with your child at home every night and fill in their diary.
Ask them questions about what they have read - for example, about the characters, the plot, the events, likes, dislikes, make predictions etc.
Reading Targets
Every child will be given a reading book mark with targets on for the relevant book band.
The teachers will highlight 2-3 targets at a time, which they want children to work on.
The teachers will use these to set the children targets to work on during guided reading.
Please encourage the children to practice these reading skills when reading to you at home.
Individual Reading
When Things Don’t Go To Plan
Special Educational NeedsSEN
A world of words
Brain Development
Modern children’s lives are often stationary
•Car seats•Pushchairs•Television•Computers
The brain learns a one dimensional approach.
The Brain And Eyes Need Exercise
•Crawling•Playing•Sports
Brain GymThe brain needs exercise to train it to cross over brain pathways.The eyes learn to move and track, developing hand eye co-ordination.
Intervention Programmes
• 5 minute Box• Better words• Early literacy Support• Switch On• Literacy volunteers
AssessmentParents and Teachers together consider the child’s
progress. A school assessment tool may be considered.
Age 7 is the earliest we would carry out this assessment.
Tests include :-1.Memory skills2.Sequencing3.Pattern awareness4.Visual tracking•Recommendations are worked on to help your child progress•Individual education plans for your child help to differentiate their reading.•Achievements are broken down into smaller tasks and celebrated.
Outside ProfessionalsOutside agencies may be called upon to give a professional opinion on reasons for any delay.
• Schools and Family Inclusion Support Workers• Opticians• Speech and Language Therapists• GP• Paediatrician
ALWAYS WORK POSITIVELYI CAN READ
How Can We Help At Home?
• Choose a quiet time
• Make it enjoyable
• Maintain the flow
• Be positive
• Read regularly
• Communicate in their reading diary
• Talk about the books
• Variety is important
Thank You
