Sneyd Green Primaryschool

Sneyd Green PrimarySchool

Reading Policy

“Together we make a difference.”

Mrs L Wilshaw, August 2014.

How do we teach children to read?

At Sneyd Green Primary School, we value the teaching of reading and understand that phonics is the root to decoding words. Therefore, weemphasise phonics in the early teaching of reading (in the Foundation Stage), throughout Key Stage One and beyond when needed. We develop comprehension skills 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. At Sneyd Green Primary, our children are encouraged to read widely across both fiction and non-fiction. We work 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. The ultimate aim is to ensure that, by the end of their primary education, all pupils enjoy reading and do so with fluency, and with confidence, in any subject.

Phonics are taught using the Letters and Sounds scheme. For children who have not achieved the phonics re-check in Year One, or who are failing to meet milestones in FS or KS1, children can access the Pearson Rapid Phonics scheme.

Phonic reading books are from the Bug Club reading scheme from Pearson.

• Introduce children to books straight away.
• Year group author- GilesAndreae, with book display.
• Alphabet display.
• Sounds display.
• Guided reading, 1 x weekly.
• All early readers to be heard reading, either in a guided session or individually, at least three times each week.
• Daily phonics input- grouped according to ability.
• Enunciation to be considered and consistent,and children to be taught specifically and continuously.
• Grapheme correspondence taught and practised daily, with good sitting at a table and chair where possible.
• Continuous provision to reinforce sounds being learnt each day.
• Individual picture or phonics book at own level, up to 1B.
• Library with a choice of fiction and non-fiction books.
• Read stories or sing songs daily.
• Song of the week sent home to learn.
• Library Visit, where parents are invited and children receive a free book.
• If parents need help, they are supported in teaching children how to read.
• Any new pupils, who are EAL, must have phonics daily.

• Year group author- Eric Carle, with book display.
• Alphabet display
• Sounds display
• Guided reading, 1 x weekly.
• All early readers to be heard reading, either in a guided session or individually, at least three times each week.
• Daily phonics input- grouped according to ability.
• Enunciation to be considered and consistent,and children to be taught specifically and continuously.
• Grapheme correspondence taught and practised daily, with good sitting at a table and chair where possible.
• Continuous provision to reinforce sounds being learnt each day.
• Phonetically decodable book at own level, up to 1B.
• Library with a choice of fiction and non-fiction books.
• Read stories, sing songs or read poems daily.
• Poem of the half term to be sent home and learnt.
• Library Visit where parents are also invited and free books given.
• Reading records are checked daily.

• If parents need help, they are supported in teaching children how to read.
• Any new pupils, who are EAL, must have phonics daily.

• Year group author- Julia Donaldson, with book display.
• Alphabet display.
• Sounds display.
• Guided reading, 1 x weekly.
• Individual reading for all pupils not reading at home or underperforming, at least three times each week.
• Reading comprehension activities in English and across the curriculum.
• Daily phonics input- grouped according to ability.
• Enunciation to be considered and consistent,and children to be taught specifically and continuously.
• Grapheme correspondence taught and practised daily, with good sitting at a table and chair where possible.
• Opportunities to apply sounds being learnt that day.
• Phonetically decodable book at own level, up to a 1B.
• Library with a choice of fiction and non-fiction books.
• Read stories or read poems daily.
• Poem of the half term to be sent home and learnt.
• Continued links with the Library Service.
• Reading diaries are checked daily.
• If parents need help, they are supported in teaching children how to read.
• Any new pupils, who are EAL, must have phonics daily.

• Year group author- Roald Dahl, with book display.
• Alphabet display.
• Sounds display.
• Guided reading, 1 x weekly.
• Individual reading for all pupils not reading at home or underperforming, at least three times weekly.
• Reading comprehension activities in English and across the curriculum.
• Daily phonics input- grouped according to ability.
• Enunciation to be considered and consistent, and children to be taught specifically and continuously.
• Grapheme correspondence taught and practised daily, with good sitting at a table and chair where possible.
• Opportunities to apply sounds being learnt that day.
• Phonetically decodable book at own level, up to 1B.
• Library with a choice of fiction and non-fiction books.
• Read stories or read poems daily.
• Poem of the week sent home to learn.
• Library Visitor to come into school?
• Reading diaries are checked daily.
• If parents need help, they are supported in teaching children how to read.
• Any new pupils, who are EAL, receive phonics input daily.

• Year group author- Jacqueline Wilson, with book display.
• Alphabet display.
• Sounds display.
• Guided reading, 1 x weekly.
• Individual reading for all pupils not reading at home or underperforming, at least three times each week.
• Reading comprehension activities in English and across the curriculum.
• Book reviews and recommend a book.
• Daily phonics input for children not achieving secure phase 5/6- grouped according to ability.
• Enunciation to be considered and consistent,and children to be taught specifically and continuously.
• Grapheme correspondence taught and practised daily, with good sitting at a table and chair where possible.
• Opportunities to apply sounds being learnt that day.
• Phonetically decodable book at own level up to a 1B and if not secure phase 5/6.
• Library- one fiction and one non-fiction.
• Read stories or read poems daily.
• Poem of the half term to be sent home to learn.
• Parents informed about shared readers, so they can purchase and bring in to read alongside.
• Continued links with the Library Services.
• Learning Diaries are checked daily.
• If parents need help, they are supported in teaching children how to read.
• Any new pupils, who are EAL, receive phonics input daily.

• Year group author- Jeremy Strong, with book display.
• Alphabet display.
• Sounds display.
• Guided reading, 1 x weekly.
• Individual reading for all pupils not reading at home or underperforming, at least three times weekly.
• Reading comprehension activities in English and across the curriculum.
• Reading Journal Activities.
• Daily phonics input for children not achieving secure phase 5/6- grouped according to ability.
• Enunciation to be considered and consistent,and children to be taught specifically and continuously.
• Grapheme correspondence taught and practised daily, with good sitting at a table and chair where possible.
• Opportunities to apply sounds being learnt that day.
• Phonetically decodable book at own level if not secure in phase 5/6, or not at 1B.
• Library with a choice of fiction and non-fiction books.
• Read stories or read poems daily.
• Poem of the half term sent home to learn.
• Parents informed about shared readers, so they can purchase and bring in to read alongside.
• Continued links with Library Services.
• Learning diaries are checked daily.
• If parents need help, they are supported in teaching children how to read.
• Any new pupils, who are EAL, receive phonics input daily.

• Year group author- DavidWalliams, with book display.
• Alphabet display.
• Sounds display.
• Guided reading, 1 x weekly.
• Individual reading for all pupils not reading at home or underperforming, at least three times weekly.
• Reading comprehension activities in English and across the curriculum.
• Reading Journal Activities.
• Daily phonics input for children not achieving secure phase 5/6- grouped according to ability.
• Enunciation to be considered and consistent,and children to be taught specifically and continuously.
• Grapheme correspondence taught and practised daily, with good sitting at a table and chair where possible.
• Opportunities to apply sounds being learnt that day.
• Phonetically decodable book at own level if not secure in phase 5/6, or at 1B.
• Library with a choice of fiction and non-fiction books.
• Read stories or read poems daily.
• Poem of the half term sent home to learn.
• Parents informed about shared readers, so they can purchase and bring in to read alongside.
• Continued links with Library Services.
• Learning diaries are checked daily.
• Coaching for SATs as guided groups, from 3B+.
• If parents need help, they are supported in teaching children how to read.
• Any new pupils, who are EAL, receive phonics input daily.

• Year group author- MichaelMorpurgo, with book display.
• Alphabet display.
• Sounds display.
• Guided reading, 1 x weekly.
• Individual reading for all pupils not reading at home or underperforming, at least three times each week.
• Reading comprehension activities in English and across the curriculum.
• Daily phonics input for children not achieving secure phase 5/6- grouped according to ability.
• Enunciation to be considered and consistent,and children to be taught specifically and continuously.
• Grapheme correspondence taught and practised daily, with good sitting at a table and chair where possible.
• Opportunities to apply sounds being learnt that day.
• Phonetically decodable book at own level if not secure in phase 5/6, or at 1B.
• Library with a choice of fiction and non-fiction books.
• Read stories or read poems daily.
• Poem of the half term sent home to learn.
• Parents informed about shared readers, so they can purchase and bring in to read alongside.
• Continued links with Library Services.
• Learning diaries are checked daily.
• Coaching for SATs as guided groups, from 3B+.
• If parents need help, they are supported in teaching children how to read.
• Any new pupils, who are EAL, receive phonics input daily.

To be reviewed July 2015.