Reading

 

Teachers at The Royal School plan learning experiences for all children to develop and strengthen reading.  All of the methods used are based on a solid understanding of the way that children grow into active readers.

There is a hierarchy of skills in language development. Reading is based on speaking and listening, and we use speaking and listening to form a basis of and to strengthen reading development. 

  1.     Listening
  2.     Repeating
  3.     Understanding
  4.     Sounding out and recognising written text.
  5.     Understanding written text.

Strong readers interact with the text by predicting, questioning, clarifying and summarising internally throughout their reading. All of the strategies that teachers at The Royal School employ for developing reading comprehension aim to develop one, a mix of, or all of, the skills of predicting, questioning, clarifying and summarising.

 

Some of the strategies and approaches to developing strong readers we use at The Royal School are:

  •      Reading to.
  •      Shared reading
  •      Guided reading
  •      Independent reading
  •      Reciprocal reading
  •      Sustained silent reading
  •      Comprehension boxes
  •      Whole class reading

 

We use Read, Write Inc in EYFS and KS1 to develop children’s decoding skills.  We also use a system of levelled books for home reading and guided reading that advances children’s comprehension skills.  Children’s reading is benchmarked to give a reading comprehension level (book colour) through use of the PM benchmarking scheme, comprehension box levelling and teacher observation.  Additional intervention sessions for children requiring phonics support after Year 2 are planned using the Read Write Inc scheme.

To develop both depth and stamina in reading, across genres, teachers will often guide children to library books rather than move a child “up” through the reading scheme colours at speed.

We also extend children’s reading through the use of rich language in songs, poems, prayers and bible readings during our daily collective worship times. At times, teachers send home the children’s poem and song folders rather than reading books.