Transcript View Document - Auriol Junior School

Reading at Auriol
Purpose
 To explain how reading is implemented across the
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school
Guided Reading
Individual reading
Reading schemes/Book Banding
Reading Challenge
How you can support your child at home
 There are various forms of reading that takes in school
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and within the classroom.
Children encounter reading through:
Class Texts
Within English lessons and other lessons across the
curriculum
By borrowing books from the school library
Books issued by the school on the banded book scheme
Through the specific teaching of guided reading focusing
on skill acquisition
Individual reading to practise new skills taught
Individual Reading
 Children should have their reading books in school every
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day as well as reading record books.
Teachers, Teaching assistants and parent helpers will
support the reading of children in the school by listening
to the children read on a weekly basis.
Children are encouraged to change their own books from
the book bands within the library.
Book bands will be monitored by the teacher to ensure
the children are on a suitable level for their ability.
Children will be awarded a house point for 3 reads a
week with a signature in their reading record.
Reading records will be checked and signed weekly by a
teacher.
Reading Schemes
 A range of reading schemes are available in school to ensure all
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children receive a suitable reading book
Book Banding – Colour coded. Children will be assigned these
according to their reading age. Book Bands will cover all children
with a reading age of up to 15 years but new books are being added.
Wellington Square – Reading scheme with graded books focusing
on children who require a more structured scheme to develop their
vocabulary and comprehension skills
Rapid Readers – Strong focus on non fiction books for children
struggling to read. Focus on development of language. Designed to
be a short reading intervention to quickly improve reading skills
Phonic reading schemes – Specifically for emerging or new readers.
Strong focus on phonic knowledge and reinforces this through
carefully chosen vocabulary.
Project X Code – Reading intervention for children who need extra
guided support with phonics and reading
Guided Reading
 Lessons take place 3 times per week
 Children are grouped according to reading skills they need
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to learn and the gaps in learning are addressed
Teacher works with a group to teach and consolidate
reading skills
Activities are then set to assess children’s progress either
through further reading or writing activities.
Children are regularly re grouped according to the progress
they make
Within sessions the teacher listens to the children read and
all children are heard in this manner
Teachers will make comments in the reading record book to
give an indication of how they have worked towards the
objective of the session.
Assessment of Reading
 Reading age tests
 Reading is assessed on a half termly basis
 Consists of teacher assessments with some
summative assessments
 Looks at decoding reading and comprehension
Library
 Children and parents have access to the library first
thing in the morning to change their reading books.
 Children will have a library session with their teacher
to help them change their library books.
 Lost library cards will need to be replaced so please
tell the librarian who will issue new cards.
 Lost books
Reading challenge
 Global Reading Challenge
 Children are encouraged to ‘read around the world’ and collect
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points for every 10 minutes of reading.
Children have a map, which will be displayed in the classroom and
they will also have a passport to keep track of how many minutes of
reading they have done and whereabouts in the world they are
Children will have checkpoints, which will focus on a specific part of
the world
Certificates will be issued when children have reached one of the
checkpoints
Children will be able to send adults postcards to tell them when they
have finished and reached a checkpoint to thank them for listening
to them read.
Parents, teachers and parents helpers should initial the postcard to
indicate that they have been heard read.
Parental Support
 Success in reading is fundamental to success in
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school.
Reading is all about acquiring meaning; for
enjoyment, information and understanding.
It is not a performance.
It is not a test.
Every time you finish a book - do always choose a
harder one next time?
Parental Support
 Make reading visible; have books available in your
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home
Share books every day;
Boys need to see that reading is something men do.
Talk about books.
Sit and listen - don’t do chores around the reader!
Respect choices.
Parental Support
 Introduce your children to different types of books;
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classic fiction, chapter books, short stories, joke
books, poetry, non-fiction.
Read them the book that was your favourite when
you were a child.
Read slowly, with expression. Try to use different
and funny voices for characters.
Follow the words and read the story using the
pictures.
Talk about what is happening and what might
happen next. Leave the story on a cliffhanger!
Parental Support – What to do if your child gets
stuck?
 Use phonics first. What sound does the word begin
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with? Can you say the sounds in the word? Blend
them together.
Read to the end of the sentence. What would make
sense?
What is the text about – what might fit here?
Does it sound right?
Look at the picture. Does it help?
Parental Support – Talking about books
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It is not a test!
Explain the meaning of unfamiliar words
Do you like this book; why?
Who is your favourite character?
Tell me about a character in the book.
Which words tell you what the character is like?
How would you feel?
What do you think will happen next?
What would you do?
What have you learned about …… in your book?
What can you tell me about…?