...cultivate a love of reading and an appreciation of its importance.
Pupils learn how to read and pronounce individual words. This is a major part of the Key Stage 1 curriculum. They should initially decode (read) a text using phonic knowledge i.e. by saying the sounds in the word and blending sounds together to read the whole word. They also learn some common words by sight (as they are challenging to decode using phonics). The children use reading books which are decodable at the level of phonics they are working at. These books come from a variety of different schemes. Familiarity with these strategies should lead to the ability to read with fluency. Pupils re-read texts to develop fluency and confidence.
Undoubtedly, pupils will also rely on their sense of what the text is about to make some assumptions about words.
As pupils move through primary school, they should become more fluent and rely less on word reading skills. They will still be taught the more uncommon ways that sounds can be written and will be expected to know more common words by sight.
They begin to look at where words have come from (etymology and morphology) and what they mean.
Although this is taught throughout both key stages, there is a greater emphasis on comprehension in Key Stage 2 as the children will have mastered the word reading skills and be able to connect more with the curriculum.
Through hearing and reading a wide range of stories, poems and information texts, children develop an interest in reading. They understand the pleasure to be found in books and the need to be able to read for other purposes. They explore patterns and similarities in what they have read and appreciate common themes and structures. They begin to discuss what they have read and relate it to what they already know, sometimes drawing on meaning in the texts that is inferred, such as characters’ motives or point of view.
This enables pupils to develop a curiosity about vocabulary and the ability to read with more fluency and expression so that they can widen their horizons.
Reading at Sellindge Primary School
At Sellindge Primary School we know the importance of developing reading skills throughout the primary age range and how regular reading at home makes a difference to how well children progress. We use the Accelerated Reader programme to help engage readers to devlelop a love for reading as well as vocabulary and an understanding of the text they have read.
This is a brief guide to reading books in school.
In Early Years the children are exposed to lots of different literature and spend time listening to stories and retelling them. They are taught how to read words through a phonic approach and learn some common tricky words. Primarily they read phonic books at an appropriate level and these are from a variety of different schemes. Later on in the year, the children start guided reading sessions and these are based on the phonetically decodable books.
Key Stage 1
As children move into Y1 they will continue to read books based on their phonics skills level. During Year 2, they start the Accelerated Reader programme and choose books based on their reading levels, known as their ZPD, which is determind by as assessment carried out on line.
Key Stage 2
The children in the juniors continue with Accelerated Reader programme reading books and completing regular quizzes. Some of the books read by the children are leveled books from our school library. There are also online texts linked to the AR programme that can be accessed via the myON website.
For more information on Accelerated reader use this link. https://www.sellindge-ashford.co.uk/english/
Sometimes, children who find reading more challenging may be given books from a particular scheme specially designed to help them overcome any difficulties such as Hilo Readers, Totem and Talisman, and Alba Series.