Reading

  • West Park Primary School

    Reading Policy

     

    This policy outlines the teaching and organisation of reading at West Park Primary School.  The school’s policy for reading is based on the National Curriculum 2014.

    We are committed to developing all children’s knowledge of books and reading behaviours, their understanding of the world and control over oral language together with growing expertise in all aspects of print information in order to re-create an author’s message in their own minds.

    We strongly believe that to foster these skills it is essential to provide a balanced class reading programme that includes a variety of reading experiences, levels of support and methods of instruction.

    In order to develop all aspects of children’s reading at West Park Primary School, we plan and deliver a range of reading experiences: shared reading, guided reading and independent reading.  Teachers also read a wide range of reading materials to the class outside of the daily English session, to enable pupils to share the enjoyment of literature. 

    Shared Reading

    What is shared reading?

    Shared reading is when the whole class joins in the collaborative act of fluent, expressive text reading and re-reading.  The teacher’s role is to make overt what good readers do: acting as a model, demonstrator and instructor and leading discussions about the interpretation of the text.  The teacher orchestrates responses, drawing attention to reading strategies and features at text, sentence and word levels, appropriate to the age, experience and ability of the majority.  Sensitive questioning and prompting of individual children helps to ensure maximum participation and understanding.

    When does shared reading take place?

    Shared reading takes place during the daily English session. Over a two week period, shared reading should be incorporated into the short term planning for at least half of the English sessions.

     

    Guided Reading

    What is guided reading?

    Guided reading provides the opportunity for children to apply their existing reading skills.  It provides a challenging experience in order for learning to take place.  Children are able to make meaning at text, sentence and word levels.  Teachers can monitor and progress comprehension strategies and provide opportunities for children to work and communicate together in order to share strategies.

    At what stage in children’s learning will guided reading begin?

    By Year One all children will be involved in guided reading sessions, with reception children beginning guided reading when appropriate.

    How often will guided reading take place?

    Each focus group will work with the class teacher or teaching assistant, once every fortnight, or weekly when needed.

    How will the children be grouped?

    They will be grouped according to their reading age, comprehension skills and speaking and listening ability.  Each group will work at the level of the most able child in that group.

    How will SEN and Statemented children be catered for?

    Children with SEN will work in a group with other children of a similar reading age/level.  Statemented children will have individual reading programs which will be delivered by a TA.

    How will the guided reading session be constructed?

    Organisation will vary according to the text.  There will be five groups in each class, with no more than six children in each group.  In each session there will be a teacher focus group, a TA focus group (if available) and 3 or 4 independent activity groups.

    How will guided reading be planned for?

    A fortnightly, whole school planning sheet is to be completed.  This will include the focus group activities, the independent group activities and an evaluation section for any follow-up work linked to the focus group activity.

    How will the children be assessed?

    The teacher will need to assess the children in each focus group against the 2014 Curriculum objectives.  Reading assessments completed at the end of each term will give each child an updated level in reading. (emerging, developing, secure and mastered)

    How will parents be informed of their progress?

    Parents will be informed of their child’s progress via the home/school reading record cards and during twice yearly parental consultations.

    What resources are available and how will they be organised?

    Rec/Y1/Y2 – Rigby Star, LCP Cards, Read and Respond (Scholastic)

    These resources are kept in the Foundation Stage/KS1 reading areas.

    Y3/Y4 – Rigby Navigator, LCP Cards, Collins Pathways, Read and Respond (Scholastic)

    These resources are kept in the Y3/Y4 reading area.

    Y5/Y6 – Rigby Navigator, LCP Cards, Collins Pathways, Read and Respond (Scholastic)

    These resources are kept in the main library area.

     

    Examples of activities appropriate for the children working independently:

    *Stile               *Word games   *Comprehension activities

    *Response to current reading book       *Laptops (e.g. wordshark)

    *Non-fiction library books       *Silent reading *Story tapes

    *Non-fiction research  *Dictionary/Thesaurus activities

    *Word searches           *Look Cover Write Check                     *Mnemonics

     

    Independent Reading

    What is independent reading?

    Independent reading is either when children return to familiar texts – re-reading strengthens a reader’s control over the reading process, or when children read texts selected by themselves – an important part of developing independence, motivating readers and helping children to develop and discuss their reading preferences.

    When does independent reading take place?

    Children are encouraged and given the opportunity to read a wide variety of reading materials on a regular basis.  Teachers provide regular independent reading sessions, involving individual, group or paired reading, throughout the week.  These sessions usually take place outside the daily English session but are part of this hour when appropriate.  Children are also encouraged to read independently at home – a home/school reading record card provides the opportunity for home/school communication when needed.

                 

    Method of Delivery

    Reading will be delivered through a variety of strategies including:

    • Precision teaching – Letters and Sounds, Phonic Bug, Jolly Phonics, high frequency words, reading scheme and other sight vocabulary, context and picture cues and ‘Action Words’. (SEE PHONICS POLICY).
    • Use of the school reading scheme – Oxford Reading Tree, Fireflies and Treetops (fiction and non-fiction).

    Children will progress through the scheme at a rate suitable to their individual reading needs. At the end of each stage, a judgement will be made by the class teacher as to whether the child will move straight to the next stage of the scheme or will be provided with supplementary reading materials before moving on. Upon reaching Stage 11 (Black Level) and after reading a variety of the scheme books available, children will be encouraged to choose from a range of appropriately levelled reading materials, before moving on to the next stage of reading.

    (See appendix for a list of the scheme books – stages and colour levels – available in school).

    • Use of supplementary materials, e.g. Literacy Links, Soundstart and New Way.
    • Reading to the teacher and class based staff.
    • Peer reading / KS2 – KS1 paired reading.
    • Use of reading journals.
    • Use of school library – all children have weekly access when they can ‘borrow’ an information or story book.
    • Intervention groups.
    • Use of ICT including websites, programmes on the network and APPs.
    • Shared class books / storytimes.
    • Extra curricular events/activities to promote reading, e.g. Storytellers, World Book Day activities, competitions, author visits.

    EYFS – See English Policy for details.

    Review

    Governors are free to determine the renewal of this policy at any time, in line with changes in school systems or statutory guidance.

    Appendix

    (Scheme books available in school)

    Stage 1 / 2 (Red) – First words, First phonics, Patterned stories and First sentences.

    Stage 3 (Yellow) – Sparrows, Trunk stories, More stories pack A, More stories pack B and Fireflies (non-fiction).

    Stage 4 (Blue) – More Sparrows, Trunk stories and More stories pack A.

    Stage 5 (Green) – Woodpeckers, Trunk stories, More stories pack A and Fireflies (non-fiction).

    Stage 6 (Orange) – Robins, Woodpeckers, Trunk stories, More stories pack A,

    More stories pack B, Playscripts and Fireflies (non-fiction).

    Stage 7 (Turquoise) – Robins, More Robins, Woodpeckers, Trunk stories, More stories pack A, More stories pack B and Playscripts.

    Stage 8 (Purple) – Jackdaws, More Jackdaws, Woodpeckers, Trunk stories, More stories pack A and Fireflies (non-fiction).

    Stage 9 (Gold) – More Jackdaws, Trunk stories, More stories pack A, Poems

    and Treetops (fiction).

    Stage 10 (White) – Trunk stories, Jackdaws, More Jackdaws, Fireflies (non-fiction)

    and Treetops (fiction/non-fiction).

    Stage 11 (Black) – Jackdaws, Trunk stories, Poems, More Jackdaws and Treetops (fiction/non-fiction).                                            

    Stage 12 (Grey) – Treetops (fiction/non-fiction).  

    Stage 13 / 14 (Burgundy) – Treetops (fiction/non-fiction).

    Stage 15 / 16 (Salmon) – Treetops (fiction/non-fiction)

    Blue – free readers