Learning to Read
Learning to read is one of the most important things your child will ever do at school. Everything else depends on it, so we put as much energy as we possibly can into making sure that every single child learns to read as quickly as possible.
At Trinity Primary, we start the process of beginning to read by teaching phonics in Reception class following the Letters and Sounds phonics programme. Children learn how to ‘read’ the sounds in words and how those sounds can be written down. The children also practise reading (and spelling) ‘tricky’ words, such as ‘said’ ‘once’ and ‘where.’
For children who find learning phonics difficult, we have dedicated phonics interventions, including focussed small group work and the use of an interactive software programme called Lexia. Click here to find out more about Lexia.
One to One Reading
Alongside the teaching of phonics, we use a range of reading schemes, such as ‘Jelly and Bean’, ‘Dandelion Readers’ and ‘Oxford Reading Tree’. As the children move up through the school they read a wide range of books including the ‘Usborne Young Readers Series’ and a collection of carefully levelled chapter books from the class book corners.
From Reception until Year Two, every child will be heard read one to one by their class teacher or teaching assistant at least once a week. Some children will be heard read more than this. We ask parents to read with their child at home and have a contact book to indicate when reading has occurred.
From Year Two upwards, children participate in guided reading. This is where small groups of children read a book together, asking and answering questions and discussing the book as they go along. This group reading is 'guided' by the class teacher or teaching assistant and will usually happen once a week, beginning in the Spring Term. It is much like a mini book club and is used by teachers to model inference skills and to help assess where each child is working in the national curriculum.
Supporting Children whose Reading is Exceeding Age Related Expectations
At Trinity Primary, we do not put ceilings on children's learning. To ensure that children whose reading is exceeding age related expectations are fully supported, we:
- Have updated the number of reading scheme books to provide for children at all stages of reading
- Have purchased new books for all reading areas in classrooms to ensure provision is available for those exceeding age related expectations
- Differentiate guided reading by the level of book and depth of questioning
- Are trialling Bug Club (a web based reading resource) which enables differentiaion of reading material and depth of questioning
- Have applied for funding to resource a whole school library
- Have allocated all PAFT fundraising for reading resources for the whole school library
Reading for Enjoyment
We aim to place Reading for Pleasure at the heart of Trinity Primary and nurture a lifelong love of reading in every child.
To encourage reading for pleasure in our school we have:
- Actively promoted and applied for funding for a whole school library
- Dedicated class reading areas in every classroom
- Organised visits to local libraries, including Lewisham Library
- World Book day celebrations and competitions
- Bed time story days to promote evening reading
- Begun to trial Bug club (a web based reading resource)
Home/School liaison is promoted through:
- Reading records book
- Parental volunteers reading with children daily in school
- Book Fairs
- Fun with Phonics workshops for parents
- Stay and Share sessions dedicated to reading
Reading for Pleasure is evident at Trinity Primary through:
- A wide range of reading material is available to our children including novels, picture books, non-fiction, newspapers and dyslexia-friendly reads that will appeal to all tastes, to draw them in and get them hooked.
- Reading in a variety of ways: E-books/audio books, in a group, with a buddy, with a friend, with a visiting adult, with a member of staff.
- Sharing thoughts on reading- book reviews
- Enjoying listening to stories, performing stories and poetry, discussing stories, extending thinking about stories and asking a wide range of questions. Making the children aware of authors and their books-author studies, celebration of reading.