Reading at Caedmon
According to Arlington et al 2008, ‘Some researchers suggest beginning readers need to read 600-1000 words a week to become competent readers’.
We need to ensure that every attempt is made to allow our children to gain ‘reading mileage’ . This means ensuring that the children have opportunities to read wherever possible, both within reading lessons and across the curriculum.
Opportunities for extending reading mileage include:
Individual Reading ( 1-1 reading with an adult in school)
Reading across the creative curriculum
Children should also listen to stories read aloud on a regular basis.
How do we teach reading?
Every child experiences high quality reading teaching through: English lessons, phonics/spelling teaching, individual 1-1 reading, whole class shared reading and reading skills lessons.
The teaching of reading varies throughout the school due to the needs of the children. In EYFS and year 1, the teaching of reading is heavily focused on decoding. From year 2 onwards, we explicitly teach reading skills lessons using ‘Reading Explorers. These lessons will supplement the teaching of reading throughout the creative curriculum and text based approach to writing. We also explicitly teach vocabulary.
Parents have a role and responsibility to support their child’s reading by allocating time to read with them. Reading stories to children is a valuable activity that parents can do at home, perhaps at bedtime.We have provided more information for parents in the section below.
Each half term we invite our parents to a reading breakfast to share stories with their children in school.In addition to this we regularly share books we love, have authors and poets visit school and actively promote celebrations such as World Book Day in school to encourage a reading environment.
Information for Parents
What is Reading?
Reading is making meaning from print.
It requires that we:
· Identify the words in print – a process called word recognition.
· Construct an understanding from them – a process called comprehension.
· Coordinate identifying words and making meaning so that reading is automatic and accurate – an achievement called fluency.
As children move through EYFS and KS1, they develop their skills in decoding through Read, Write, INC. The books children bring home are used to practise consolidating the phonic strategies they have been working on in school. By the time they reach KS2, most children have mastered their phonic skills and the balance moves towards making meaning from the text and developing fluency. At this point, children start accessing the Accelerated Reader Programme. Children choose a book, read it and then take a quiz to test their understanding.
Did you know? If you can’t read 5% of words in a text the meaning becomes lost. This is why it is so important to read with your child to help them overcome unfamiliar or tricky words, so that they understand what they are reading. The more times a child reads a text, the better their understanding.
This image shows the importance of daily reading.
What should parents do at home to support their child’s reading development?
Parents can support this 'reading journey' through regular reading at home. Reading to and with your child every evening for at least ten minutes can make a dramatic difference to a child's achievement within school. A report from the Oxford University Press highlighted the importance of parents reading with their children. 'Children who read outside of class are 13 times more likely to read above the expected level for their age'.
· Read every night for up to twenty minutes.
· Listen to your child read. This helps them to develop their fluency. It is especially important for KS2 children that this continues all the way up to Year 6.
· Read to your child. This will help them to understand how to use expression to bring stories to life and develop their own voice as readers.
· After listening to them, or reading to them, ask them some of the questions. The discussion you have will be very valuable to their reading development.
· Talk about the meanings of new words.
· Read the same book again and again-it helps with fluency!
· Sign the diary (at least) every week.
Sending Books Home:
In EYFS AND KS1 children will bring home:
The children will be given these books on a Friday. We ask that the children bring their books into school each day(so we can read with them). We will keep the books on a Thursday and change them so that the children have their new books each Friday. By keeping the books for one week, this ensures that children are consolidating their phonic knowledge and building their fluency. These skills are essential if a child is to make understanding from text.
Children use the Accelerated Reader Programme. At the start of each term children take a STAR reader assessment, which gives them a ZPD range. Children then choose a book in this range, read it and take a quiz. Children will bring their book home each evening. They change their book once they have taken their quiz. For more detailed information about Accelerated Reader, please see you child’s reading diary.
Questions to ask your child:
Before your child reads a book, ask:
While your child is reading a book, try asking:
After your child has finished a book, ask questions like:
Activities that the your child can complete once they have read and are familiar with the story:
Read Write Inc
At Caedmon, we follow the Read, Write, Inc. synthetic phonics program developed by Ruth Miskin. We teach phonics every day for 15 minutes in Reception and for 45 minutes per day in Key Stage 1 and 2. The Read, Write, Inc. program is proven to develop: “fluent, enthusiastic readers; deep comprehension of texts; confident speakers; and keen writers”. Children are streamed into ability groups across the school to ensure they are sufficiently challenged. The skills children learn in their phonics sessions aid their development in other subject areas, particularly Literacy. With a little help from ‘Fred the Frog’, children learn how to decode words using phonic knowledge, becoming confident readers.
For more information, visit our 'Read, Write, Inc.' page;