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St Bernadette Catholic Primary School

Reading

How We Teach Reading at St Bernadette Primary School

 

Promoting a Love of Reading

 

St. Bernadette Reading Challenge:

Our school Reading Challenge is a whole- school initiative to promote parental engagement with reading. Every class within a phase, compete against the others by aiming to read 5 times a week, to an adult, at home.  This is recorded in their Reading Records and checked at least weekly by the class teacher.  The winning class gains an extra playtime as their reward.  Where all pupils have managed to read 5 times for a specified number of weeks within a half- term period, they are allowed to wear their own clothes to school on the last day as an additional reward.  As a staff we strive to ensure that all pupils achieve this by closely monitoring who are not on track and following up with a system of stickers, letters and direct parental contact when necessary.   The school’s social media pages are used as an effective tool for reminding parents throughout the week and also to celebrate the success of the winning classes at the end of the school week.

 

Reading for pleasure in school:

Story books, class readers and novels are used to share a love of reading with pupils, enhance their comprehension, build vocabulary and strengthen their emotional literacy.  It is essential that story/ class novel sessions are timetabled and planned for as it enables pupils to build a closer bond with their classmates and teacher through discussion and the learning and enjoyment gained from each story that is shared.  This happens:

  • Early years- every day at the end of the day
  • KS1- Class reader at least 4 times a week
  • KS2- Class novel at least 3 times a week

 

Texts are chosen by class teachers, so that they are age appropriate, match the interests of the children and aim to be related to the curriculum.  Texts are referenced in guided reading planning for each term to ensure that quality material is available, a range of authors are covered and to support the promotion of equality and diversity.  Class texts are also shared on the school’s social media pages to encourage parental engagement and choice of text at home.

 

 

In addition to this, other opportunities are provided for pupils, staff and parents to work together to share a love for reading and stories.

In KS1, parents can access story sacks to take home and share a story together with their child.  Across the whole school, we run Scholastic Book fairs twice a year and celebrate World Book Day together with a range of fun and engaging activities.  The school is fortunate to have its own designated author, Adam Guillain, who visits on World Book Day and at other times throughout the year as part of our Storytelling curriculum where he delivers assemblies and workshops for staff and pupils.

 

 

The Teaching of Reading Across the School

 

Pupils across all phases of the school, learn to read using the book band system and books are monitored and changed by an adult to ensure that pupils are being moved on when they are ready and that their books match their reading age and comprehension. 

 

 

 

 

Early Years Provision

Phonics:

In Nursery and Reception, pupils are taught phonics in daily sessions, lasting 15- 25 minutes.  Adults follow the Letters and Sounds planning and use Jolly Phonics resources.  The coverage of Letters and Sounds Phases is as follows:

  • Nursery – Letter- sound correspondence and Phase 1
  • Reception – Phase 2, 3 and 4

 

The expectation is that pupils in Reception are confident with Phases 2, 3 and 4 by the end of Autumn term.

 

Reading:

To teach reading skills and monitor progress, guided reading sessions are led by the class teacher.  In addition to this, guided reading sessions are led by the adults with the class teacher teaching every child in the class once a week.

In Reception, pupils read with an adult at least once a week.  For those who are not on track and require more support, staff aim to read with on a daily basis.  In addition to this, all children read, with an adult, in a guided reading group once a week.

 

Assessment:

Phonics tracking spreadsheets are used to monitor the progress of all pupils and identify those who are not on track to made the required progress.  There is also ongoing assessment in phonics lessons and guided and independent reading and writing and tracked through the ongoing completion of pupils’ EYFS profile. 

Reception also assess using High Frequency Words and pupils have an individual phonics tree in the classroom. 

 

Intervention:

In Nursery, for those pupils who have been identified, intervention is used to close the gap within Phase 1 of Letters and Sounds.

For those in Reception who are not making the required progress, phonics, reading and writing interventions are planned for and implemented on a regular basis throughout the week.

 

 

Key Stage 1 Provision:

Phonics:

In Year 1, pupils are taught phonics in daily sessions, lasting 15- 25 minutes.  Adults continue to follow the Letters and Sounds planning and use Jolly Phonics resources.  The expectation is that, pupils in Year 1 are confident with Phase 5 by the end of the year, in preparation for Year 2.

 

Reading:

As with Reception, pupils in Year 1 and 2 read with an adult at least once a week.  For those who are not on track and require more support, staff aim to read with on a daily basis.  

Guided reading is taught 3 times a week and pupils are listened to read by the class teacher or teaching assistant.  Across the week, there is group reading, whole class reading comprehension and independent reading activities.

 

Assessment:

Individual tracking sheets are used for pupils to assess their reading of HFW and phonics.  In guided reading, tracking sheets are used to monitor which reading objectives are being met, which are in- line with the National Curriculum end of Key Stage expectations.

Across KS1, reading age tests happen in the Autumn term to identify pupils for additional intervention and additional NFER tests are used in each term to track fluency and comprehension progress.

 

Intervention:

In Year 1, for those pupils who are not on track in phonics there is daily intervention.  This is the same for pupils in Year 2 who did not pass the Phonics Test at the end of Year 1.

 

 

Key Stage 2 Provision:

 

Reading:

Pupils in KS2 read 1:1 with an adult at least once a week and this time is used to monitor fluency, comprehension and assess progress through the colour- banded books.  For those who are not on track and require more support, staff aim to read with them either on a daily basis or 3 times a week based on their needs.

Guided reading is taught 3 times a week and pupils are listened to read by the class teacher or teaching assistant during these sessions.  Across the week, there is group reading, whole class reading comprehension and independent comprehension- based activities.

 

Assessment:

In guided reading, tracking sheets are used to monitor which reading objectives are being met, which are in- line with the National Curriculum end of Key Stage expectations.

Across KS2, reading age tests happen in the Autumn term to identify pupils for additional intervention and additional NFER tests are used in each term to track fluency and comprehension progress.

Termly pupil progress meetings take place to review reading progress and next steps/ intervention.

 

Intervention:

In Year 3, Rapid Phonics is used as an intervention to reinforce and consolidate knowledge and skills for those pupils who have gaps in their knowledge.

Daily reading with an adult supports pupils who are not on track or whose reading age is not in- line with their chronological age.

Additional intervention is put in place for pupils who need further support with their comprehension skills.

 

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