'every child a reader'
Our aim is to ensure that every child leaves our school as a competent and confident reader. In order for this to happen, we believe that a strong start is necessary, therefore we teach early reading in the following ways:
Wonder is the
(Saint Thomas Aquinas)
Our approach to teaching reading across the school is based on ‘Scarborough’s Reading Rope’. Therefore, we aim to develop both word recognition (phonological awareness/graphological) and comprehension (understanding a text).
The word-recognition strands (phonological awareness, decoding, and sight recognition of familiar words) work together as the reader becomes accurate, fluent, and increasingly automatic with repetition and practice. Concurrently, the language-comprehension strands (background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge) reinforce one another and then weave together with the word-recognition strands to produce a skilled reader. This does not happen overnight; it requires instruction and practice over time.
View ‘Scarborough’s Reading Rope’ here.
"Fluency is the bridge between phonics and comprehension."
"So it is with children who learn to read fluently and well: They begin to take flight into whole new worlds as effortlessly as young birds take to the sky."
At St Anne’s, we recognise that reading fluently involves accuracy, automaticity and prosody. In order to become fluent readers, we understand that our children must have lots of decoding practice. This is achieved by:
At Key Stage 2, pupils are given opportunities to develop reading fluency daily as part of their Guided reading lessons. Explicit fluency practice in these sessions include:
At St, Anne's, we believe that guided reading should be an opportunity to teach and develop reading skills in greater depth; an opportunity for modelling, in depth questioning, ideally to include open questions, rich discussion and justifying and evidencing views and opinions. In Years 2-6, children are taught daily guided reading lessons. This allows for texts to be broken down and for children to become confident in using the reading domains. During the reading sessions, there is an emphasis on vocabulary, the retrieval of facts and inference. Novels and short extracts are used to teach reading as well as a range of non-fiction texts and poetry. These texts are carefully chosen to ensure that there is progression and challenge across the school. A wide range of genres are used during these times to provide a well-balanced approach to reading. Reading provision ensures that children are being exposed to stories that include diverse characters and settings as well as more classic texts. It is vital to engagement that our children feel invested in the books that they read and listen to.
Key Reading Comprehension Strategies
Equality and Diversity
Any book that helps a child to form a habit of reading, to make reading one of his deep and continuing needs, is good for him.
We set reading as homework in all classes as well as arranging reading workshops throughout the year. We teach Phonics in EYFS and in Key Stage One using Read Write Inc. In EYFS and KS1, using the Read Write Inc scheme, children are given a fully decodable home reading book, which corresponds with the sounds that are being taught in class, in addition to richer reading books each week. EYFS and KS1 also have the pleasure of taking a Reading for Pleasure book and library book. In KS2, children are given a Collins Big Cat home reading book linked to their reading level based on their half termly assessments in addition to a library book each week.
Pupils in Reception, Year 1 and Year 2 take home a Read Write Inc. book that is phonetically decodable and matches the phonemes that they are secure with. More information can be found on the Phonics and Early Reading page.
In KS2, children will take home a ‘Collins’ Big Cat’ reading book. Collins' Big Cat supports teaching across the curriculum with high-quality fiction and non-fiction on a variety of genres. Each level features different styles and genres: traditional tales, familiar settings, fantasy stories, humorous stories, stories from other cultures, poems, instruction texts, recounts, plays, information books, non-chronological reports, biographies and persuasive texts.
Please view the Saint Anne’s Catholic Primary School Reading Scheme Progression here.
A book is a gift you can open again and again. Garrison Keillor
our classic texts and poems
At St. Anne's we believe that all children should be given the opportunity to explore classic texts and poetry throughout their school life. Therefore, different year groups will focus on different classics each year.
We believe parents are partners in our teaching of reading. We understand the significance of parents and carers in supporting their children to develop both word reading and comprehension skills so we endeavour to build a home-school partnership which enables parents and carers to have the confidence to support their children with reading at home.
HERE ARE SOME WAYS YOU CAN HELP YOUR CHILD AT HOME: