Reading and Phonics
Reading is taught using varied structures to ensure a balanced approach so that the mechanics of reading are developed and comprehension is explicitly taught in reading lessons but also practiced across all subjects and, perhaps most importantly, there is a culture which develops a love of literature and exposure to high quality literature for all.
When possible, texts have a linked to the thematic content to further enhance knowledge and provide a purpose and content to writing, particularly for non-fiction.
Reading teaching includes
· Shared reading , including teacher reading to the class
· Guided reading, in small groups matched to individuals’ instructional levels
· Comprehension developed in whole class shared instruction and practised in guided reads
· Reading as a golden thread across all subject areas
· Independent reading including home reading, familiar reads, reading for pleasure and the use of online platforms and quizzes
How is reading taught at Limeside?
|
Direct and Daily |
Indirect and daily |
Direct and targeted |
|---|---|---|
|
Teaching of phonics and sight vocabulary Explicit strategy instruction focusing on decoding and comprehension. Reading aloud(read-aloud) a wide range of quality literature Explicit vocabulary development
|
Wider independent reading Exploitation of vocabulary development weaved within the curriculum. Engaging with literature and academic text specific to all curriculum areas Text navigation, structure and purpose within all curriculum areas |
High-quality, evidence based, structured interventions that support pupils who are struggling with reading and accelerate learning to narrow the attainment gap |
EYFS and KS 1
|
Phonics |
Shared reading |
Guided |
Independent reading |
|---|---|---|---|
|
30 minutes per day: Phase 1 to phase 5 with additional pre and post teaching opportunities provided to targeted children/groups as appropriate. Includes phonically decodable books Moves towards spelling patterns as children build fluency |
At least 15 minutes per day Share a wide range of books in different genres including linked to other topic areas. Discussion to develop comprehension strategies and awareness of text and genre features. Linked to writing |
Small group reads at own instructional level of reading. Based on book band targets. Teaches word attack and decoding strategies and early comprehension skills. |
Familiar reads and home reading at a level below instructional level to build fluency and phrasing |
KS 2
(some children may need to follow more of a Yr 2 model as part of transition)
|
Shared reading |
Guided |
Independent reading |
|---|---|---|
|
Class book Daily comprehension strategies linked which may be linked to class book or other appropriate texts .
|
Small group reads at own instructional level of reading. Develops comprehension skills. Chance to discuss and develop thinking and to respond to others’ ideas. |
15 minutes per day: Dedicated time allocated for developing independent reading behaviours may be through online platforms |