Approaches to the Teaching of Reading
Phonics is the process whereby children begin to learn the sounds of letters or groups of letters to develop reading and writing.
The children in Little Bears learn Phonics through games and rhymes. Children will learn to hear pattern and rhyme in the spoken word as well as Nursery Rhymes.
Children are also taught using Letters and Sounds to get them ready for reading and writing in Big Bears. Children continue to learn Phonics through Key Stage One and into Key Stage Two when needed. Whole class phonics is taught on a daily basis, with small group intervention to support children working at different phases.
These are some websites that can support the acquisition of Phonics through games at home are:
High Frequency Words
As well as Phonics it is important that children learn a sight vocabulary of words that appear frequently in reading, we call these high frequency words. This year we have implemented Rainbow Word Books for the children to bring home every day, this will give them the opportunity to practice the words at home for 5 minutes every day. Our aim is that children will learn High Frequency Word recognition a year ahead of Age Related Expectations, e.g. at the end of Little Bears children will know all the words expected for Big Bears. As children learn the words they will be rewarded with certificates and prizes in class to encourage them.
The Reading Strategy is a trust-wide approach to develop reading comprehension skills, it takes place EVERY day for a minimum of 30 minutes. It incorporates age-appropriate, challenging texts which vocabulary rich therefore pupils are exposed to text which enables them to respond using a greater range of vocabulary. The chosen texts are:
- To ensure that ALL children have access to challenging, quality, age-appropriate texts.
- To provide a consistent approach in the teaching of reading comprehension skills across the Academy. (Word Reading skills are taught IN ADDITION to this strategy)
- To develop ‘depth’ in pupils’ responses to their reading.
- To ensure that ALL children are being exposed to rich and varied vocabulary.
- To provide a clear structure for teacher’s delivery of reading which ensures full curriculum coverage and a progression of reading skills across all Key Stages.
- To ensure that reading is given sufficient curriculum time across the Academy.
- To develop a common framework to allow for better collaboration between academies across the trust-building the capacity to improve.
- A 30-40 minutes whole class text reading session which takes place on a morning, with additional reading time in an afternoon focusing on fluency and decoding
- This is a non-negotiable session which must not be missed
- Texts will last for the term (or even more UKS2)
- All year groups have a reading response book. There should be 3 pieces of written response per week. (independent/guided/ specific). These books reflect the pride and enjoyment in reading children have
- These sessions will need to be supplemented with non-fiction and poetry to ensure a broad range of literature is experienced
All Delta schools teach the same text in each year group. This allows for better collaboration and development and shared planning for schools. There is a clear focus on core comprehension skills which are age appropriate. The strategy aims to develop ‘depth’ in pupil’s responses to their reading. The use of a clear structure supports staff and develops confidence in their delivery of reading. All pupils are exposed to high quality texts and discussions, despite potential barriers to their word reading and comprehension.