Reading

Approaches to Reading

Shared Reading

Shared reading is crucial in modelling fluent reading with expression; this provides a model for the children to use. This also allows teachers to articulate their thinking about what is happening in the story / text and this is utilised by using the ‘think aloud’ approach. Vocabulary is a crucial part of the shared reading sessions. Children are provided with a range of activities, which develop their ability to understand the meaning of a word by using the context it is written in.

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Guided Reading

From F1 to Y1, children will do 2 guided reads per week.
While children are working within phases 2-6 of Letters and Sounds, they will read reading books, which match their phonics level. The books that we use at King Edward are the Junior Learning, letter and sounds books. This will ensure they can apply phonic knowledge within their reading sessions.

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Once children become secure at phase 6, teachers will benchmark them using the PM Benchmarking Kit and the children will continue their reading journey using the levelled PM books.

 

At King Edward, we aim to promote a love for books and language. It is our belief that if a child doesn’t enjoy reading, they just haven’t found their favourite book yet!

 

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Throughout each year group, we aim to read a range of books with children, developing the knowledge of a wide range of story types and authors, with a strong focus on Equity and Diversity, which we believe in providing our children with empathy and respect for all races, disabilities and cultures. A King Edward Reading Spine has been developed, which shows the main texts read in each year group.

 

Three times per year, a whole-school reading night is held. This is a night where children can pick which book they would like to listen to and all teachers read one / part of their favourite stories. Throughout school, the environment promotes a love for reading; therefore, some displays link to reading, with a copy of the book on the display. During the front entrance, the books each phase is reading at the present time is displayed, so all visitors coming into school can talk to the children about the books. Each classroom has a reading corner, where children can sit comfortably and enjoy a book, which is appropriate to their age group. Within the main school hall, a display has been produced where vocabulary is added each week. A class from each phase brings a word they have learnt that week and add it to the wall. We know that vocabulary plays an important part in enhancing reading skills and enjoyment.

We actively encourage children to read at home and see the link between home and school is a top priority. Parents are encouraged to write in Home-School Books as a communication. There is an expectation that children read at least 3 times per week at home. If this is done, children are rewarded within class with merit stamps, stickers or raffle tickets, depending on the class teacher’s reward system. There is an expectation that all adults working in school who read with a child, writes in their Home-School Book, with a positive comment or next step in reading. If a child is still reading a PM level book below 28, they will take a PM levelled book home or a book to match their phonics level. The level book a child takes home is always 2 levels below the level the child is reading in guided reading. For example: if a child is reading level 26 in guided reading (this is the child’s instructional level), they should take a book level 24 home (this would be easy level.) At the end of a week or once a guided reading book is complete, the child will have opportunity to take the book home, to share with a parent. If a child is reading above PM level 28 in guided reading, they will take home a book that has been selected specifically for their year group. Each Key Stage 2 class, has a range of books that class teachers have selected and deem appropriate for children to read within that year group.

Reading aloud is crucial to all staff at King Edward Primary. Teachers should read aloud every day, modelling fluency, expression and intonation. A class novel or book should be read at some point every day. Twice a half-term a leader in school will read one of their favourite books and talk to the children about why it is their favourite book.

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