How do we IMPLEMENT reading at Kidsgrove?
Learning to read is one of the most important things your child will ever learn. It underpins everything else, so we put as much energy as we possibly can into making sure that every single child learns to read as quickly as possible. We also want your child to develop a real love of reading and to want to read for themselves. This is why we work hard to make sure children develop a love of books as well as simply learning to read.
Highly Engaging Texts
At Kidsgrove we ensure we use high quality texts both in Reading and Writing as part of our 101 initiative. The 101 initiative is 101 books that pupils should have access to before they are 11 either through storytelling, reading or audible. These texts allow different genres to be explored, current global events to be discussed and develops cultural capital through inspirational key people in society. Key authors will also be covered.
Teachers regularly everyday with the children so the children get to know and love all sorts of stories, poetry and information books. This is in addition to the books that they bring home. This helps to extend children’s vocabulary and comprehension, as well as supporting their writing. At Kidsgrove vocabulary and language development is at the heart of all we do.
All classrooms have attractive book corners where the children can access a small group of appropriate books, both fiction and non fiction to help embed their love of books, stories and reading.
In EYFS ‘Story Time’ is 5 x per day across all areas of learning. In addition children have flowerpot books (6 per half term) that are read repeatedly to the children so that they begin to learn stories from memory and can comprehend verbally the reading domains.
In Key Stage 1 Storytime is 2 x per day. The flower pot approach is 1 x per day (Same as EYFS) and the other story is related to their high quality text.
In Key Stage 2 Storytime is daily. This is the reading of their class novel, to ensure longer texts are read in their entirety and to support authors craft.
Word recognition and Vocabulary.
At Kidsgrove Primary School, key vocabulary is planned for Tier 2 and 3 words in all subjects across the entire curriculum. This is to ensure pupils understand the key concepts before deepening their understanding. From Nursery to Year 6, vocabulary is present in all learning activities and this is repeated and recapped through spaced repetition to check pupils understand and can apply this language and vocabulary to new concepts.
All Vocabulary is shared with parents and where recognition of words is key for fluency of reading, flashcards are sent home to ensure repetition and speed in learning.
Phonics is consistently taught at Kidsgrove Primary School. We believe in 'Getting it right from the start!' through our new adopted Essential Letters and Sounds framework.
In Nursery, Early language development and exploration of sounds is key to getting the learning behaviours for letters and sounds embedded. We explore Phase 1 phonics which encourages auditory segmenting and blending using musical instruments etc.
In Reception, Year 1 and Year 2, we have two phonics sessions a day. The first session focuses on Phonics into Reading and the second session Phonetically reading into spelling. We consistently follow a four part lesson approach to our teaching sequence and all staff are trained in phonics. Sounds are taught in progressive sequences, allowing time for application into reading and fluency checks. This ensure opportunities are evident for spacing and repeating learning to develop automaticity in reading and spelling.
Towards the end of Year 2 and Key Stage 2 (Years 3 - 6) we also deliver phonics to all children who do not have the decoding skills or fluency expected for their age group. Training is frequent for all staff and the consistent approach to phonics is used to ensure the teaching sequence matches that of Key Stage 1.
To see our approach to Phonics in more detail. The teaching sequence, Assessment and progression ladders - click here.
Reading Skills (Domains of the National Curriculum)
At Kidsgrove Primary School we timetable focused reading skill lessons daily from Reception to Year 6. We use VIPERS as the approach to teach the reading domains (Vocabulary, Inference, Prediction, Explain, Retrieve and Summarise.
Click here to learn more about the VIPERS approach of the National curriculum.
In Reception, Year 1 and the start of Year 2 reading skills are taught through the Phonics into Reading and Reading into Spelling lessons. This allows pupils to access well matched books to the current phonemes (sounds) and graphemes (letters) being taught. At the beginning of the week these books will be challenging but over the week they will become more fluent and verbal comprehension will be explored in line with the VIPER approach of questioning. We have clear progression of VIPER questions and skills linked to the reading domains.
See our approach to Phonics and early reading of well matched books in more detail. Click here.
In Year 3 - 6 reading skills are taught through a whole school approach. (Add More)
See our detailed approach of the teaching sequence in Key Stage 2 by clicking here.
Reading into Writing
At Kidsgrove Primary, we use high quality texts to engage pupils into writing. As part of the immersive experience into the text through the keyhole, we explore the VIPERS
Our school libraries allow children to immerse themselves in the wonderful world of books (timetabled). They are stocked with an attractive range of fiction and non-fiction to support every ability and reading choice and encompass the latest reading trends and classic texts that should be part of every child’s primary school experience- building the children’s cultural capital. To promote parental engagement in home reading we invite parents/grandparents to a reading breakfast, where they can share stories together before school.
To see how we consistently tell stories - see our Storytelling approach page.
We also provide parental workshops which are designed to facilitate engagement between parents, the school and their children’s reading. They begin with messages about the importance of reading for pleasure which is followed by informal parent/children reading time supported by teachers where necessary. Unfortunately, not all of the children in our school have an environment at home in which they are able to read. Therefore, we run reading clubs which provide a safe space for children to read. In addition, we address book poverty by giving out free books to identified children and arranging ‘Book Swaps’. In addition, we celebrate reading together throughout the year by taking part in both school based, local and national reading initiatives including the Read for Good Readathon, National Poetry Day, World Book Day, author visits, book swaps and extreme reading challenges.