Our children should experience the magic of reading:
Julia Donaldson ―
We aim to be a school that confidently meets the ‘Every Child a Reader’ standard year on year. This aspiration for each of our children is based upon the need for them to enter the world of work as articulate and literate individuals with a strong love of reading. We recognise the responsibility to send children to secondary school having mastered at least the basic components of reading.
The development of reading cannot be seen in isolation from writing, speaking and listening/drama. The best readers are the best writers – we read as writers and write as readers! Strategies for writing, speaking and listening/drama therefore form an integral part of our reading policy.
At St Tudy, we strive to give pupils a stimulating environment, where reading materials are presented in an attractive and inviting way within English lessons we create an environment that stimulates the generation of ideas from texts where all ideas are accepted and valued. Teachers will act as role models in their enthusiasm for both reading and writing by keeping up to date with current children’s literature. We ensure that all children have equal access to the curriculum, regardless of gender, race, religion or ability. Children with specific reading, speech and language or hearing difficulties will be identified and supported through support programmes in school and external help will be sought where necessary.
Every effort is made at St Tudy to ensure that our children gain ‘reading mileage’. This means ensuring that the children have the opportunity to read wherever possible. This is how we extend our reading mileage:
We recognise that reading is a personal and highly complicated process. We aim to give our children every chance of being successful readers, through actively implementing the following components into our teaching:
Open front cover –Turn pages appropriately – Understand that left page comes before right – Understand that we read print from left to right – Match spoken word to printed word (one to one correspondence).
RWI Inc throughout KS1 – Sound talk words – Identify known graphemes – Segment words into chunks.
Stop if it doesn’t make sense/sound right/look right – The adult should not intervene too quickly when an error is made, but allow time for the child to self-monitor.
Reread a phrase or sentence to check, confirm, problem solve or self-correct – Have a run up to a tricky word, get mouth ready and think about what would make sense.
When children are first learning to read, they need to have control over one to one matching and pointing to the words is useful. However, this can slow reading down and children begin to think the ‘reading’ means ‘word reading’. As soon as one to one matching is secure, children should be encouraged to speed up, increasing pace and to stop pointing. We should not accept slow, staccato, word-by-word reading. When this becomes a habit it is very hard to break. An expectation of making the reading ‘sound good’ is fundamental. If reading is fluent and phrased, comprehension is easier, which allows meaning and structure to be used for problem solving.
Locating information in a text to answer a question.
Children should be encouraged to ask their own questions about their reading. Taught using inference training texts and activities. (ERIC) These skills do not have to be directly linked to text, but can be developed through the use of still images.
Point of view, linguistic choices, structural choices, context of text, style of writing are all considered here.
The impact of how we teach our children to become readers is demonstrated through standards in National Testing:
It is also shown through how our children utilise our school library, how our children talk with passion and knowledge of books, authors, poets and illustrators.