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Our Approach to Reading

We love reading at Brayton!

No matter how, when or where – we aim to foster a love of reading. We’re generally book mad as a staff and we are passionate about promoting reading for fun, information and communication. We do this as a whole school and we also do this in classes. We have a lovely library and the children are free to borrow and change their books as often as they like. The KS1 children have an outdoor reading shed and we have benefited from books donated by a local charity.

We celebrate International Book Day every year by providing an exciting text rich cross curricular experience. 

Children get the chance to impress parents and the community with their reading when they attend class assemblies and church services.

How to teach children to tackle unknown words

Encourage children as you read together to use the following skills:

  • picture clues
  • segmenting and blending
  • syllable counting
  • read around the word using the context of the sentence
  • use punctuation to help it make sense
  • look for words within the word
  • see if the word is similar to an unknown word
  • have a good guess
  • use a dictionary to find possible definitions

 

Year group expectations

Each year group has it’s own National Curriculum expectations.  Click on the links to see what your child should be able to do from Y1 – 6.  Why not print it off and help at home?

Year 1 Reading Expectations 
Year 2 Reading Expectations 
Year 3 Reading Expectations 
Year 4 Reading Expectations 
Year 5 Reading Expectations 
Year 6 Reading Expectations

FS / Key Stage 1

• From day one we read, read, read. We read to and with the children. We get them excited to be in the world of story. They generally want to read for themselves because they are curious about books.

• Children first learn their letter sounds and names and then apply these to word building. At the same time they are encouraged to read stories from pictures. We use the ‘Letters and Sounds’ scheme as the basis for our phonics teaching. This is a highly recommended synthetic phonics scheme. It is practical and fun. The children also learn key words by sight.

• Children read individually, in small groups and as a whole class. A wide variety of different genres are chosen at an appropriate level of interest and comprehension ability for each group of children.

• Children are supported with vocabulary practice. As well as being able to read the text fluently, children are required to discuss the content of the book and their opinions about people, places and events. We have many more able readers who are able to discuss in greater depth. They are expected to be able to comment on the varied themes of different texts.

• Our core reading schemes are reinforced by the use of other books at an appropriate level.

Key Stage 2

• Reading is greatly developed and widened at this level. The children will read every day in their Guided Reading group and still pursue their independent reading book.

• There are many opportunities for shared reading of whole novels in lessons throughout the day.

• We encourage children to use their discernment and exercise their choice whilst giving them a broad range of material to experience.

• Skills acquired in Key Stage 1 are consolidated and struggling readers are given a wealth of strategies and support according to their needs. The School SENDCo will be involved in the assessment of and planning for any specific reading issues.

• Generally, children are given opportunities to look at texts in greater depth, in terms of ideas, themes, specific authors, strategies for composition and language used by the author.

• Comprehension plays an even more vital role in children’s reading at this level. Much of the work done in Year 5 and 6 is to develop this skill.