We believe that every child should leave Manorfield Primary School being able to read.
To achieve this, we must ensure that all children reach age-related expectations not just at the end of every year, but at the end of every term.
Any child who does not meet age-related expectations at any point, must make accelerated progress in order to ‘catch up’.
How we teach reading
From Nursery to the end of Year 2, we teach phonics on a daily basis.
- A phonics assessment will be undertaken on arrival
- From this assessment, children are divided into groups to focus on aspects / ability
- Daily group approach of approximately 10 minutes – depending on the aspect being covered and the ability of the children.
- Planning is drawn from Letters & Sounds
- Phonics sessions are planned - with an introduction, main session and ‘apply section’.
- There are regular assessments and children will move between groups as appropriate.
- Expectation at the end of Nursery – 85%+ children are able to orally blend and segment as in Phase 1 phonics.
Reception to Year 2:
- Individual Phonics Assessments continue from Nursery, moving with children up the school.
- Children are regularly assessed at the end of each phase.
- From R – Y2, we teach daily whole class phonics sessions: 20-25 minutes long per day.
- In Year 1 and 2, phonics is taught at tables.
- Phonics sessions are planned according to lesson plans saved on the school system
- Expectation at the end of Reception – 85%+ children are working securely at the end of Phase 3.
- Expectation at the end of Year 1 – 85%+ children are working securely at the end of Phase 5.
- Expectation at the end of Autumn Term in Year 2 – 85%+ children are working securely at the end of Phase 5 – including alternative spellings & pronunciations.
- The 15% of children who are not on track should be receiving additional daily phonics sessions.
Nursery & Reception
- N & R – daily sessions (of approx. 10 minutes growing to 20 minutes by the end of Reception).
- In N – focus on concepts of print.
- Daily session approx. 20 mins - 30 mins
Year 2 – 6
- 2 x per week @ 20 minutes approx. per session
Principles of shared reading
- Teacher has large text – big book or interactive whiteboard
- Shared reading is taught as a whole class with mixed ability.
- There is intensive teacher modelling thought process of:
- o thought processes,
- o decision making and
- o use of strategies
- Reading is interactive and children contribute to the session
- Texts should be intellectually challenging above the level at which the majority could work independently
- The texts used could be cross curricular (i.e. linked to class project)
- The class reader can be used for shared reading
- Ideally all children should have a copy (or in pairs) – but also displayed in large on IWB / big book.
Teaching sequence for shared reading
- Book introduction –
- o What do you think the book is about?
- o Where do you think it is set?
- Shared Reading –
- o How are we going to read this word?
- o What strategy can we use to read this word?
- o Does that make sense?
- Interactive Strategies –
- o Can you find that word in the text?
- o Do actions and repeat sentence structures chorally
- Comprehension Skills
- o Oral question
- o Find the answer / sentence in the text
- o Opinion and
- o Sentence structure
- No guided reading takes place in the Nursery
- There is an expectation of reading activities throughout the week – e.g. in book corner /home corner / role play area / outdoor environment – both planned & at child’s request
Reception – Year 1
- Each child exposed to at least 2 x guided reading sessions per week.
- Timings – differ according to reading recovery level / colour of book.
- Groups of no more than 6 children in ability groups. This should not be restricted to 5 groups where this does not fit.
- By end of Reception – 85%+ children at yellow / reading recovery 6 and above
- By end of Year 1 – 85%+ children at turquoise and above
Year 2 – Year 6
- From Year 1 onwards – 30 minutes daily
- By end of Year 2 – 85%+ children at white level
General principles of guided reading
- 1 group with a teacher, 1 group with an additional adult
- Other children – working on specific, planned aspects of reading.
- Characterised by the transfer of the reading task to the child
- Children are taught in groups according to reading ability
- Every child in the group should have a copy of the text
- The teacher works with each group on a text carefully selected to offer an appropriate level of challenge
- Challenge may be in terms of the use of concepts of print, use of reading strategies, language and vocabulary
- The teacher aims to foster success by anticipating likely challenges prior to independent reading
- Texts should
- o have predictable grammatical structure, sequence and sense
- o a lively and interesting content
- o have nine out of ten words the child can read independently
- o challenge, whilst enabling children to succeed
- Not reading a storybook in unison with the rest of the group, listening while the teacher reads the book or reading along with the teacher
- Not taking turns around the group to read a page, paragraph or sentence or a new story
Teaching sequence for guided reading
- Book introduction
- Strategy check
- Independent reading
- Returning to the text
- Responding to the text
Other reading in the classroom
- Independent Reading
- Reading in the learning environment / across the curriculum