Reading for pleasure is at the top of our reading agenda at King Athelstan and we have worked hard to create a positive reading environment.
‘Research finds that reading for pleasure can result in increased empathy, improved relationships with others, reduced symptoms of depression and dementia, and improved wellbeing.’ - The Reading Agency
As parents and carers you can support the love of reading at home by listening to your child read and reading to them daily. Bed time stories and reading at home, not only increase academic ability, but also help to strengthen family relationships and foster a lifelong love of books.
The Book Trust have some amazing resources to help you with reading at home. Click the Book Trust picture below for some tips and advice:
Sign up free to Oxford Owl for eBooks online by clicking the picture below:
If you walked into a phonics lesson at King Athelstan you would see a buzz of excitement and activity as the children learn to read and write through systematic synthetic phonics. Phonics is a way of matching the small units of sound in spoken English to the letters or groups of letters which represent that sound in writing.
As a school we follow the Ruth Miskin, Read Write Inc. (RWI) programme.
RWI uses ‘Fred talk’ as a teaching strategy which helps children read unfamiliar words by pronouncing each sound in the word one at a time. Children can start blending sounds into words as soon as they know a small group of letters well. Sound blending is essential in reading. Children use ‘sound buttons’ to help them identify each unit of sound in a word:
RWI links every sound to a picture and a phrase to help the children remember it. For example: the letters a and y, once joined together, make the sound ‘ay’ and the phase we use to remember it is:
‘May I play?’
As a school we have created our own phrases for some of the alternative spellings taught in KS1 and have added Makaton actions to the sounds learnt in reception to support those children who learn through kinaesthetic activity. Reception children take home 'Pocket Rocket' stories each week with the sounds that they have been learning and KS1 children receive phonics homework to help recap sounds learnt each week.
We use sound mats to help build children's confidence and to develop independence during reading and writing lessons.
Using pure sounds is imperative when children are learning to blend for reading and segment for spelling. This video will help you with articulating the phonemes (units of sound). Click the picture below:
As part of the RWI programme, children also learn to read and spell common exception (high frequency) words. These are words with spelling rules they have not yet learnt, for example: the, was, could, there, friend. We call these ‘red words’ as they must be sight read (memorised), rather than sounded out.
RWI is taught explicitly from Reception to Year 2 to support the early stages of reading and spelling. As soon as children have completed the RWI phonics programme, they move on to learning alternative spelling rules and reading more complex texts.
We expect all children to read at home daily with an adult and record this in their reading record. Every time children read, they get a ‘dot’ on a special reward card. When they collect 20 dots they will receive a certificate and when they collect 40 dots they can choose a special prize!
Once children have developed their decoding skills, they can move onto our guided reading programme.
If you walked into a reading lesson at King Athelstan you would see teachers engrossing children in amazingly illustrated picture books, timeless classics, modern masterpieces, performance poetry and non-fiction texts, bringing year group topics to life. During reading lessons children develop their inference, deduction and retrieval skills and understanding of new and exciting vocabulary.
As mentioned before, the ‘love of reading’ is vital to the wellbeing of our children, so we have designed our reading curriculum to be engaging, comprehensive and most of all, fun. We are very proud of the fact that when studying a book, we have enough copies of the paperback for one each, so that the children experience the joy of holding a real text when reading.
We use different teaching techniques such as: guided reading, shared reading and independent reading to develop children’s comprehension and fluency skills, with a real focus on paired talk and partner work to support vocabulary development.
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