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Reading

 

At St Saviour’s we understand that reading is a crucial skill for academic success, which supports children’s learning in all areas of the curriculum and that’s why we love to:

* Foster a love of reading by listening to and interacting with a broad range of literature.

* Provide plenty of opportunities to read for pleasure.

* Provide children with necessary life-long skills to ensure they can read confidently and with a secure understanding.

* Ensure reading is a transferable skill and that children are reading across the wider curriculum.

Phonics and early reading

From EYFS through to the end of the autumn term in year 2, we use a systematic synthetic phonics programme called ‘Little Wandle’.

All children have daily phonics sessions where they participate in speaking, listening, spelling and reading activities that are matched to their developing needs.

In FS2 and KS1, children are provided with books that are closely matched to their current phonetic awareness level. These are available to practise at home using the webpage below or the Collin EBook app.

https://ops.collinsopenpage.com/sso/login?eulogin=true

In addition to this, children are able to select books from their class library to share at home with their families which helps to further foster a love of reading and stories.   

For more information on our Phonics and Early Reading please see our curriculum page using the link below.

Reading to Learn

Daily Comprehension

We recognise that systematic, high-quality phonics teaching is essential, but additional skills and opportunities are required for children to become accomplished readers.  Comprehension opportunities are woven throughout our daily reading time and through guided reading lessons.

In FS2 and KS1, these lessons are carried out in line with our Little Wandle scheme of work and are linked to the children’s phonics books. These sessions are carried out in addition to daily phonics three times a week and focus on three key skills:

  • Decoding
  • Prosody – reading with meaning, stress and intonation
  • Comprehension – understanding the text.

(In year two, from spring, these skills are smoothly transitioned into our method as outlined below.)

From spring in year 2 and in KS2, we use the Comprehension Literacy Shed to help support the teaching and leading of structured and focused lessons which promote strong vocabulary development through high-quality texts and passages. Through this approach, the children learn through the acronym VIPERS as a method of teaching which supports in the recall of the 6 key reading domains.

Vocabulary

Inference

Prediction

Explanation

Retrieval

Sequence or Summarise

Help your children at home using these handy question sheets

Reading for Pleasure

In every classroom at St Saviour’s you will see a cosy, engaging reading corner each with a library boasting a wide range of diverse, age-appropriate and exciting books. (All class library books have been carefully matched to the children’s year group, children freely choose these books. Teachers monitor choices to ensure texts are appropriate for reading ability and suitably challenging.)

At the end of each school day, teachers read aloud a range of books from classics to contemporary to children in all classes as the children are given the time to be whisked away into a story.

Inclusion 

Teachers draw upon continuous AFL assessment to ensure that children are challenged and they identify those who may need further support.
The following interventions are used with identified children:

  • Keep up
  • KS2 Little Wandle Rapid Catch-up Interventions
  • Additional 1:1 individual reading sessions.

Impact

By engaging in and listening to high-quality texts, children display enthusiasm for reading and choose to read for pleasure.

As we believe that reading is key to all learning, the impact of our reading curriculum goes beyond the results of statutory assessments, and essential skills allow children to transition confidently.

Children read for meaning and for pleasure; staff enthusiastically share texts and show themselves as readers.