One-to-one reading: with an adult in Reception. Some children will access targeted one-to-one reading support through subsequent years, depending on individual need.
Phonics: Letters and sounds taught in streamed groups, from Phase 1 (environmental sounds) through to Phase 6 (spelling patterns). Progress in application of phonics (in reading) is checked in Y1 by the statutory phonic screening assessment. Children are taught phonics throughout the school. In Reception and KS1, lessons are daily. For some children in KS2 it is appropriate for daily lessons to continue but for others discrete phonic teaching will be less frequent. New starters to the school are assessed on entry to establish their need.
Cued articulation: each sound is linked to an action which demonstrates how the sound is produced. Used with all children in Reception and then as necessary through the school.
Guided reading: children are taught in a group with similar need. Focussed teaching session where children apply a range of strategies to read successfully, decoding new words, making meaning and building fluency. Children access a range of book type, publishers and genre to build their breadth of reading experience, reflect their interests and motivate them to read. Children are given the opportunity to talk about they have read, make connections, express opinions and demonstrate deep levels of understanding. Books are finely graded according to Reading Recovery levels, ensuring close match between the book and what the child can do.
Shared reading: as a whole class, children share a text which may be above their own reading level. All children are able to listen, visualise, make connections, build and refine their own understandings, sharing these with others and to enjoy a high level of literature, exposing them to rich vocabulary, language structures and themes. This the impacts on their own reading, developing skills such as prediction and inference as well as promoting reading for pleasure.
Independent reading: children have the opportunity in the school week to read for pleasure, browsing the books available to select one they would like to read. Children can read these successfully, fluently and with expression. These may come from the library, class or year group reading areas or through recommendation. Teachers and support staff are able to signpost children to books they might enjoy and ensure that each child has a rich and varied reading experience.
Going home books: scheme books, again finely graded according to Reading Recovery levels. On the whole these books should be easy with the child able to read them independently and fluently. Children change these weekly and comments from parents and carers on how the child is reading are welcomed. Older children summarise and evaluate what they have read – with the reading journal acting as a dialogue between them and their teacher. Children will also bring real books home to enjoy, either to share with an adult or to read independently.
Literature spine: the collection of books we feel at St Nics that all children should have read, heard and enjoyed during their years at primary school.
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