Raynham Primary School Policies. Reading Policy Foundation & Key stage 0ne

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1 Raynham Primary School Policies Reading Policy Foundation & Key stage 0ne

2 Raynham Primary School Reading Policy (KS1) Aims So please, oh PLEASE, we beg, we pray, Go throw your TV set away, And in its place you can install, A lovely bookshelf on the wall." Roald Dahl, Charlie and the Chocolate Factory To develop happy, healthy and curious learners who read confidently and independently To begin to develop lifelong enjoyment and pleasure in reading To enable children to access all areas of the curriculum To enable children to access, understand and begin to manage information To begin to understand the meaning of what is read to them and what they read To begin to respond to what they read; to say whether they like or don t like it and why To begin to understand and respond to the feelings that words can arouse in us, like happiness, sadness, anger To begin to understand that this experience allows us to make connections with other people Have an interest in a wide range of texts and read for enjoyment and information. Have an interest in words and their meaning. Understand a range of text types and genres. Evaluate and justify their preferences. Have accessed a range of texts including ICT based resources Progression The school uses curriculum guidance for the Foundation Stage and the Literacy Framework, and also what we know and believe is successful in teaching children to read. These provide guidance for teachers in understanding how their children will progress through their years at the three stages of the primary curriculum (Foundation, KS1. KS2). Teachers assess pupils against this framework to determine starting points for each ability group in their class. Intervention Programmes Any child who is working either below or above the normal range of the class will be identified and placed on either the SEN record or the gifted and talented record. For children who are not making the expected progress in years 1 and 6 a range of intervention programmes are used to ensure pupils catch-up to their peers.

3 Reading Recovery We have two highly experienced Reading Recovery teachers who work closely with the KS1 teachers to identify strategies and intervention for children who are not making expected progress. Differentiation Different approaches are used to meet the needs of various ability groups e.g. organisation of pupils, selection of texts, use of additional adults, planning for differentiated outcomes, intervention programmes and boosters. This should allow children to be able to develop their own personalised reading. Children with SEN, and/or learning difficulties or disabilities will work towards the same objectives with support. Those working well below the level of their peers will be working on a related objective from an earlier year group. Children who are gifted and talented will be working to deepen or broaden their understanding of the objective which may sometimes be from a later year. Children learning English as an additional language (EAL) will receive appropriate support to enable them to access the objective. Inclusion Provision is made for all children including any specific learning needs such as SEN, Gifted and Talented, gender, language and ethnicity. Additional support is given where appropriate and available. Teaching Methods The school teaches reading through a combination of approaches: Develop knowledge of awareness of print. Whole class shared reading. Developing sight vocabulary / tricky words Sharing books together. Phonics Guided reading in groups with the teacher Home / school reading and spelling partnership Supported reading in groups with Teachers and TAs Decoding skills Paired reading by pupils. Independent reading at school and at home.

4 Word reading skills and strategies Every day each child will be engaged in Speaking, listening, reading and writing activities which allow them to explore and practice their phonic knowledge, blending and segmenting skills independently An interactive multi-sensory phonics session Shared reading and/or writing led by the teacher to demonstrate reading and writing strategies (including phonics) in a meaningful way A rich and regular Read aloud story time session Shared reading Every day the teacher models the reading process and the children are actively involved; listening to the text being read aloud, joining in and following the reading, and contributing to discussion and response. Children learn how to apply the knowledge and skills they are acquiring in daily word level work. The teacher leads discussion about the text to help children develop their understanding. Children learn how to interpret and make sense of what they read. Guided Reading Children have regular guided reading lessons 4 /5 times a week Record Keeping and Assessment Foundation stage: Ongoing assessments of reading behaviours during the session or day. Ongoing assessments using Early Learning Goals. Half termly phonological assessments, where appropriate to ability, high frequency words, tricky words and phonic checks. End of foundation stage profile assessment. Key Stage One Ongoing assessments during guided reading sessions using group reading records linked to lesson objectives and targets (Enfield Scheme). Targets are set for each ability group for reading using Enfield Reading Scheme. Termly assessments of Letters and Sounds phases. End of KS1 SATs.

5 Assessment & Planning Observation of children Questioning (using questions linked to assessment focus during guided reading) Self assessment (thumbs up) Discussing with a partner Verbal feedback from adult linked to success criteria Assessment of learning - (summative) will be recorded in Home Reading records (whenever children change books) Guided reading record sheets Tracking for phonic skills and through book bands (half termly) Planning Teachers should use the appropriate banded books for the children to read. Teacher handbooks and lesson guidance cards should be used to plan guided reading sessions. Planning will build on prior knowledge. Progression -story sacks -books with no words -phonic readers -book bands Range Pupils should be taught the knowledge, skills and understanding through the following ranges. They should be encouraged to read a variety of texts. Literature: Stories & poems with familiar settings and those based on imaginary or fantasy worlds Stories, plays & poems by significant children s authors Retellings of traditional folk & fairy stories Stories & poems from a range of cultures Stories, plays & poems with patterned & predictable language Stories & poems which are challenging, in terms of length and vocabulary Texts where the use of language benefits from being read aloud and reread Non-fiction and non-literary texts: Print & ICT-based information texts Dictionaries, encyclopaedias & other reference materials

6 Texts Interactive white board resources; software and websites Smart phonics, Floppy's Phonics, ORT reading books on desktop (See Server EY/KS1 Literacy) Subscription to Phonics Play. Big books stored in Middle Floor hall / Mezzanine / KS2 library Reading books grouped into book bands Core scheme Oxford Reading Tree / Rigby Star (stored in classrooms) Pearson's Guided reading books class sets of 18 stored in the Mezzanine Better reading Partners & Reading Recovery Scheme of books Nelson Thornes and other approved Reading Recovery books PM Benchmark scheme books & assessment Class library books organised into fiction, poetry and non-fiction Enfield library (CCC) The class library All classrooms have designated Reading Area. Class libraries should be well organised and supported by attractive displays of fiction and non-fiction books which are inviting to the reader. Home / School Reading Partnership We communicate with parents by: Jolly phonics & Letters and Sounds parent workshops T4W Workshops Booklet Planning Links with parents Practical leaflets provided for parents to support reading at home. Home school logs are kept in Key Stage 1 to inform parents of reading targets and progress. Recommendations are given to parents if requested. Parent volunteers support the school in providing additional reading opportunities for children. Reading material is sent home with the child. Pupils have access to library resources which can be shared at home.

7 Book Bands NC Reading Levels Band Colour NC Level 1 Pink Stepping stones 2 Red Stepping stones 3 Yellow Early Learning Goals Blue 1C 5 Green 1B 6 Orange 1B 7 Turquoise 1A 8 Purple 2C 9 Gold 2B 10 White 2A 11 Lime 3 By the end of the Foundation Stage most children: Explore and experiment with sounds, words and text Link sounds to letters, naming and sounding the letters of the alphabet Use a pencil and hold it effectively to form recognisable letters, most of which are formed correctly Hear and say sounds in words in the order in which they occur [The wording of this objective may change depending upon the outcomes of the consultation on changes to the Early Learning Goals pending parliamentary approval]. Read simple words by sounding out and blending the phonemes all through the word from left to right Children move from reading simple consonant-vowel-consonant (CVC) words such as 'cat' and bus to longer CCVC words such as 'clap' and 'stop', and CVCC words as 'fast' and 'milk' Recognise common digraphs Read some high frequency words Use phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words Read a range of familiar and common words and simple sentences independently Read texts compatible with their phonic knowledge and skills Read and write one grapheme for each of the 44 phonemes By the end of year 1 most children: Apply reading skills to familiar and new texts Are beginning to self-correct Check that what they read makes sense Are beginning to notice basic punctuation and read more fluently Express opinions about what they like and dislike and compare their opinions to those of others Identify basic story structures Make predictions about events and outcomes Compare different aspects of stories e.g. characters, settings, themes and find evidence in the text

8 Have begun to develop and awareness of character and dialogue through role-playing and reenacting stories Have experienced a wide-range of poems, rhymes, action verses and chants Recognise and join in with patterned and predictable refrains e.g. Grandma what big eyes you ve got! Play with language to make up new lines and poems following the same pattern Read an use information around them such as signs, labels, captions, lists and instructions Confidently identify the differences between story and information books Can ask questions before reading with some support Use the contents and the index to help locate the information Apply their reading skills and read independently By the end of year 2 most children: Internalised the essential tunes and rhythms and structures of language and an everincreasing store of vocabulary which they can draw on in speech and writing Have listened to short stories, serialised longer stories and non-fiction texts read aloud Identify main events and characters in stories Find information in simple texts Select books for their personal reading and give reasons for their choice Read most of the 150 high frequency words Use phonic knowledge and blending skills to decode words independently and quickly Read independently including longer and less familiar texts Routinely apply phonic knowledge to read unfamiliar and more complex words Keep track of meaning in texts with longer sentence structures and paragraphs Read silently or quietly at a faster pace Have a developing awareness of authors and begin to recognise common settings, characters and themes in an authors work Begin to suggest reasons for particular events or individual character s actions Reviewed June 2012