Foundation

  • Regular story reading/telling (alternate with a song every other day) children are encourage to blend sounds (CVC to LA – words with consonant clusters to MA)
  • Small group reading (guided reading/comprehension) talking through the story; encouraging prediction, feelings, social story elements
  • Reading games on the Interactive whiteboard differentiated (small groups/one to one)
  • Daily phonics sessions that cover both reading and writing
  • One to one reading with an adult, twice weekly (LA reading three times a week)
  • Children choose their own books, read with staff, take home read with adults. Reading records are completed.
  • During one to one reading children practise reading their key words (flash cards); will continue going home until evidenced that the children can read them by sight.
  • Children are encouraged to bring in books from home; to discuss why they have chosen them.
  • Oral story telling
  • Audio books that children can choose to listen to
  • All adults are aware of children’s specific needs with regard to reading.

Class 1

KS1 Reading:

  • Reading is taught through systematic synthetic phonics (Letters and Sounds).
  • A variety of reading schemes are used in school, including: Oxford Reading Tree, Ginn, Reading 360, Oxford Literacy Webb, Snapdragon and Rigby.
  • All adults are aware of children’s specific needs with regard to reading.
  • Regular story telling at end of the day
  • All children are in guided reading groups. Guided reading is delivered by LSAs and class teacher who closely liaise to ensure areas of focus.
  • One to one reading with all children twice weekly and with LA daily
  • Inviting, comfortable reading corner
  • Half termly writing journal activity
  • Children choose their own books within banded level (Book Bands for Guided Reading) and they change them regularly. When they have finished – informed by comments in Record from home, or through conversation with teacher/LSA, they select next book.
  • During daily Guided reading sessions children undertake independent, differentiated reading activities.
  • Regular high frequency word games
  • Daily differentiated phonics sessions that cover both reading and writing
  • Talk for writing used; actions for key words including maths vocabulary
  • Five differentiated groups for writing
  • BIG Write used to embed skills and genres learned.

Class 2

  • Following on from ‘Talk for Writing’ focus in class 1, in class 2 we teach through use of quality texts eg journey to Jo’burg/ Iron man.
  • All children are in guided reading groups. Guided reading is delivered by LSAs and class teacher who closely liaise to ensure areas of focus.
  • One to one reading with LA children three times per week
  • Buddy reading (within class)
  • Established reading corner with regularly changing author focus
  • Half termly writing journal activity
  • Children choose own books within banded level (Book Bands for Guided Reading) and they change them regularly. When they have finished book – informed by comments in Reading record from home, or through conversation with teacher/LSA, they select next book.
  • Teaching of grammar taught through daily literacy lessons
  • Phonics sessions that cover both reading and writing
  • Differentiated groups for writing
  • BIG Write used to embed skills and genres learned
  • Interventions: Toe by toe, Precision Monitoring.

Class 3

  • All children are in guided reading groups; five groups heard once weekly by class teacher; one to one reading for LA, delivered by LSA
  • LSAs also deliver one to one reading comprehension interventions as appropriate
  • Established reading corner with regularly changing author focus
  • Half termly writing journal activity
  • Children choose their own books in consultation with class teacher/LSAs, to ensure that children are challenged and motivated.
  • More Able children are challenged through reading articles in broadsheets and technical magazines.
  • Teaching of grammar taught through daily literacy lessons in addition to regular grammar assessments
  • Differentiated groups for writing
  • BIG Write used to embed skills and genres learned
  • Interventions: Toe by toe, Precision Monitoring.