Approaches to reading
Developing a love of reading, and the importance of this for our children both now and in the future, lies at the heart of our English curriculum. At Glebe, we aim to develop a love and appreciation of reading which will stay with children for life. We hope to achieve this through careful planning and teaching using up-to-date strategies. We aim to use a range of reading materials and resources within Literacy lessons, guided reading, independent reading sessions and home reading.
It is our aim to allow children the opportunity:
• To experience reading in a variety of situations so that it becomes a pleasurable & productive experience.
• To access a wide range of print materials, including all genres of fiction, nonfiction, poetry, plays & pupils own writing.
• To progress to becoming selective in their choice of reading materials.
• To be knowledgeable about the purpose and organisation of books.
• To nurture a love of reading.
• To learn to read through a variety of methods.
• To read to themselves or to others (peers and adults)
• To read to a variety of audiences and to hear adults and children read to them.
• To read regularly and to develop a respect for books.
• To receive reading provision and support appropriate to individual ability.
• To become aware of the link between reading and writing.
• To use ICT to further the development and love of reading.
Phonics teaching at Glebe Academy follows the Read, Write Inc programme which has been adapted to meet the requirements of the new Primary National Curriculum for English. Our aim is that by the end of Key Stage 1, children will be confident and fluent readers and have learnt strategies and rules to support spelling. We teach the children grapheme-phoneme correspondences (the sounds that letters make) and how to sound out and blend words for reading. The children also learn how to segment words into sounds in order to spell. Phonics is taught through daily discrete phonics lessons for all children in the Foundation Stage and Key Stage 1 but children are also given opportunities to apply, explore and practise their reading and spelling skills throughout the curriculum. The children’s progress is regularly assessed and they move through the phases at their own pace.
Guided and shared reading
Guided Reading is where the teacher works with the children to model fluent, expressive reading, the use of effective reading strategies and to encourage response to texts. It can be a vehicle for both teaching children to read (decode) and for teaching children about reading, including comprehension.
Guided Reading enables children to access and enjoy rich, authentic texts which are slightly beyond their independent reading level. Sessions are generally planned in a sequence and involve re-reading for different purposes, with children using their developing skills and understanding as they become more familiar with the text. Children are explicitly taught the skills that they need to be successful readers such as inference, prediction and summarising. This is done through a range of activities, including answering different types of questions, writing tasks, discussion and drama.
Each class has a ‘book of the week’ which they use as a foundation for their English teaching. Sharing texts during Whole Class Reading Lessons creates excitement around stories and other text types and develops the children’s comprehension skills.
Resources used for Shared Reading include fiction, poetry and non-fiction texts. The text is enlarged to enable all children to see as well as to hear the text. This may be through the use of books, ICT texts or interactive white boards (IWB).
The classroom environment
Each classroom has a dedicated reading area (library) which includes a variety of class books (Fiction and non-Fiction) which the children can choose and read for pleasure. These appeal to different genders and also reluctant readers.
Pupils read through a set of banded books from our whole school reading scheme ‘Bug Club’. Each colour in the book band is a different level. We provide a diet and range of books at different levels within a book band. The pupils know which book band they are working at and recognise the book band that they are working towards. Every child in the school has a Bug Club log in and books are allocated to children based on their reading ability/phonics knowledge. Through Big Club, children are able to read and answer questions related to the text. These are then monitored by the class teacher.
Supporting your child’s reading journey
All children are expected to read for 10-30 minutes at home every evening.
Here are some top tips of how to support your child’s reading and develop their enjoyment:
• Make reading an enjoyable experience and try not to pressurise your child if they are reluctant to read.
• Encourage them to read by ensuring that they see you reading!
• Boost your child’s enjoyment by praising their reading including their effort and even the smallest achievements.
• Encourage your child to sound out and blend any words they do not know.
• Allow your child time to self-correct any mistakes and maintain the flow.
o Try to read with your child on most school days.
• It is important to develop your child’s understanding of what has been read. Please talk to your child about the book; about the pictures, the characters and their feelings, how they think the story will end and their favourite part.
• Ask your child questions such as,
• What do you think the book might be about?
• What do you think might happen next?
• Why do you think the author used that word/phrase?
• How do you think the character is feeling?
• Why do you think the character did that?
• How would you describe that character?
• Does the book remind you of anything else you have read?
• Together, try different activities to further develop your child’s understanding and enjoyment of the book. For example,
o Develop an alternative ending for the story
o Create a new character for the story
o Create a sequel to the story
o Design a new front cover for the story
Useful Free Phonics Websites
Please talk to your child’s class teacher to find out which phonics phase your child is being taught so that you know which games are appropriate.