The school reading scheme.
A range of Oxford Reading Tree (Project X, Alien Adventures, Phonically Decodable books) New Way, Oxford Literacy Web etc are organised into a colour banded system which is available to download here.
Families are encouraged to change the books independently which are located in corridor areas in line with our Reading Champions policy.
Reading Champions
Please tick the chart in class if your child has read at home. If your child receives between 3 and 5 ticks they will be entered into a raffle which is drawn every Friday and children are allowed a dip in the prize box. Parents are encouraged to read teacher comments and add their own comments into the reading record book that is kept in the green book bag.
The reading curriculum
Early Years
Information regarding the reading curriculum for Early Years can be found here.
Key Stage 1
The programmes of study for reading at key stages 1 consist of two dimensions:
Word reading and comprehension (both listening and reading).
It is essential that teaching focuses on developing pupils’ competence in both dimensions; different kinds of teaching are needed for each.
Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school.
Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds.
It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.
