Reading

'Reading is the one ability, that once set in motion, has the ability to feed itself, grow exponentially and provide a basis from which possibilities are limitless.'

Michael Morpurgo

We are a Reading School

We therefore:

Promote a love of reading and books at every opportunity. Our displays reflect this and are evident in classrooms and corridors. Our children regularly access the school library and are encouraged to join their local library. Our staff read to children regularly – they are advocates for reading.
Have a rigorous and a consistent approach to phonics and it is taught using the Read Write Inc program. Staff receive regular CPD to inform good practice and to ensure that the teaching of phonics is consistent. We aim to ensure pupils master the phonic code through a whole school approach to teaching early reading and writing, designed to ensure progress for every child.
Have a consistent approach for children who fall behind. Assessment is done regularly within the Read Write Inc sessions and teachers also assess against the Babcock objectives for Years 1- 6. We ensure children only move up book bands when they are ready.
Have a ‘read it and understand it’ approach in Early Years and KS1. We plan comprehension activities as much as phonics because we understand that children need both skills to be an effective reader.
Use VIPERS to promote children’s articulation of the key reading skills.
Use a rotation timetable between guided sessions with differentiated texts and whole class shared reads with differentiated activities.
Use a variety of high quality texts and resources so that children are exposed to a rich and varied vocabulary
Keep detailed records which have comments linked to the reading competencies being taught. We have a consistent approach to reading records/guided reading books. Reading records are used to promote regular reading at home and to share feedback with parents and children to support home reading.
Link our reading explicitly to writing skills (this may be through displays, learning journeys and follow up activities which promote writing based on reading).

Reading in EYFS and KS1

From entry into Reception and through to the end of KS1 children will progress through their set 1, set 2 and set 3 sounds in phonics. The progression in phonics for a typical child can be seen at the bottom of this page.

When considering whether your child is ready to move up to the next Read Write Inc book colour (and set of taught sounds), we consider their word reading (6 weekly cycle of phonics assessments, decoding) and their comprehension skills. This includes their ability to answer questions within their Read Write Inc book and their ability to answer VIPERS questions within whole class and small group guided reading sessions. Reciprocal Reading roles are introduced in EYFS when the children are ready, in preparation for their continuing reading journey through KS1 and into KS2.

Read Write Inc games, resources and VIPERS reading comprehension documents can also be found at the bottom of this page.

Reading in KS2

When considering whether a child is ready to move up to the next book band we consider their decoding skills and their comprehension skills. In Key Stage 2 (once your child has reached the end of the Read Write Inc phonics programme), they will progress through the following book bands - gold, white, lime and this is when then begin of Free Reading scheme which includes brown, grey, dark blue and dark red.

In KS2 we also take on Reciprocal Reading roles to further our understanding of the texts we are reading and to help each other as our reading comprehension skills flourish and grow. We do this during whole class and group guided reading sessions, these are known as the Fab Four: Predictor, Clarifier, Summariser, and the Questioner. A document explaining these roles can be found at the bottom of the page.

In both key stages children can earn Reading Karate bands for reading more at home. Reading Karate band successes are rewarded in weekly achievement assemblies.

Research shows that it is the combination of quality Guided Reading sessions, together with Shared Text or Whole Class Reading lessons that has the highest impact in terms of a child’s progress in reading. This is our approach at Delaware and Gunnislake to ensure that good progress in Reading is achieved for all.

Progression in Phonics - Read Write Inc

Early Reading

It is crucial that children develop a life-long love of reading and this starts in the early years. An enticing well-stocked book corner, plenty of shared stories, nursery rhymes and songs, and the early introduction of phonics in a fun and interactive way are some of the ways we support early reading and encourage a passion for stories. This begins in our Nursery and continues through to Year Six. Our children also have the opportunity to tell their own stories and listen to each others ideas using Pie Corbett approaches. The reading adventure begins!>

Reading in KS1

Daily phonics and taught reading, weekly guided reading sessions and high quality engaging texts for English lessons enable our children to develop their reading skills. A well stocked library with books to share at home gives our children access to an even wider range of fiction and non-fiction books. Daily shared stories and poems read by class teachers, Teaching Assistants (and our friends in KS2), help kindle a love of stories and inspire budding storytellers.

Reading in KS2

Reading activities during our guided reading sessions, good quality whole class shared texts, the application of VIPERS skills across the wider curriculum, Reciprocal Reading and a well stocked library ensure our children make at least good progress in reading and are given opportunities to lose themselves in a good book. We hope their passion for reading will stay with them through their secondary school education and for the rest of their lives!

'Reading is the gateway skill that makes all other learning possible.' - Barack Obama