Reading at Grange
Reading at Grange
At Grange we believe that being a fluent and confident reader is at the core of our Curriculum and is the key that unlocks future learning. Alongside teaching every child the mechanics of how to read, we also aim to help all of our children to develop a deep enjoyment of books and reading – to become readers!
Our School’s approach to Reading
In reading we aim to enable pupils to:
- read with enjoyment and perceive reading as an activity which is a source of both pleasure and information.
- become fluent, independent and enthusiastic readers who can read using a variety of strategies and for a range of purposes.
- read critically, evaluating what they find in written texts encouraging them to share their responses with others.
- understand the layout and how to use different types of books.
- understand and respond to literature drawn from the English literary heritage and from other cultures
- have access to a wide range of reading material, including digital media, and help them to develop the ability to select appropriately according to their purpose.
The teaching and learning of reading runs across the entire curriculum. We aim to provide a rich reading environment to develop the children’s skills in reading. We are part of the Newcastle Literature Works Project in which teachers work together to identify strategies to use quality literature at the heart of the broader curriculum. Teaching strategies aim to enhance children’s motivation and involvement in reading and to develop their skills through the following:
- reading with other children (including our whole school Buddy Readers Scheme)
- reading with an adult
- shared reading
- guided reading
- reading aloud
- independent reading
Every day, the children take part in shared reading as part of their literacy and each week they take part in Guided Reading/Individual Reading sessions with the teacher and support staff. Staff keep detailed records of reading progress.
We have a school library open to children and their parents stocked full of enticing, exciting and engaging books to grab every child (and their parent’s interest). We encourage all adults in the school to talk about their own reading and to model reading habits to the children.
First Steps For Reading - Phonics
Learning to read is the most important thing that your child will learn at school. All other learning depends upon it so we work hard to ensure that children learn to read quickly and efficiently. Reading is taught systematically by using a synthetic phonics approach so that children can tackle new words by blending sounds. Children learn how to ‘read’ the sounds in words and how those sounds can be written down. This is essential for reading, but it also helps children learn to spell well. We teach the children simple ways of remembering these sounds and letters. Our scheme for teaching phonics is called Letters and Sounds.
The children also practise reading (and spelling) what we call ‘tricky words’, such as ‘once,’ ‘have,’ ‘said’ and ‘where’. The children practise their reading with books that match the phonics and the ‘tricky words’ they know. They start thinking that they can read and this does wonders for their confidence.
The teachers read to the children, too, so the children get to know all sorts of stories, poetry and information books. At the end of each day we have a dedicated time for a shared story.
We use Oxford Reading Tree as our main reading scheme. As the children progress they are offered a wider variety of texts, including a rich variety of high quality fiction and non-fiction books.
How long will it take to learn to read well?
By the end of Y2 your child should be able to read aloud with some fluency books that are the right level for his or her age. At the end of Y1 children take a National Phonics check which is an indicator of how well they are progressing in their phonics acquisition. At the end of Y2 their reading skills - both decoding and comprehension are tested in SATS. In Y 3 and 4 we concentrate more on helping children to understand what they are reading and be critical readers and to make clear choices in their reading habits.
Additional group or individual support is provided in all year groups for children who need reinforcement. Your child will have one-to-one support in phonic and reading if we think he or she needs some extra help to keep up. We have a number of staff who are trained to deliver the Better Reading Partnerships Programme to support children to build up fluency. We also employ a part time teacher to deliver small group and one to one phonics support. We talk about this support with parents to ensure the learning continues at home.
Independent and Home Reading - How parents can help
All children are expected to read from books which have been selected with them from school. These books are from our reading schemes and also from our additional selections of fiction and non-fiction books. In addition children are encouraged to read from books they have chosen at home.
We encourage parents to read with their children every day until they are able to read independently and fluently.
Even when children are fluent readers, parents are asked to hear their child read and discuss the text with them as often as they can but at least weekly.
We ask that parents write a brief comment in their child’s Reading Record Book when they hear their child read, focusing on their child’s progress and give praise at every opportunity.
Reading Challenges: Radical Readers, Rainbow Readers and Raindrop Readers!
Children are also encouraged to keep a log of their reading as an aid for discussion with staff. Children in Early Years, KS1 and KS2 enjoy taking part in different Reading Challenges, gaining certificates and prizes as they work their way through our reading charts.
Parents are also encouraged to use the record book to make comments about their discussions/a note of any word/phrase which children did not understand which they could refer back to at a later stage etc.
We also encourage parents to keep reading to their children even after he or she has learned to read independently. This way they learn from a good role model how to read with fluency and expression. Children also see that reading is valued and pleasurable.
We welcome parents to come and talk to us at any time about their child’s reading, to discuss suitable books or for strategies to support reading at home. We also welcome parents to our reading workshops at school.