Reading Policy. Date: Summer Summer Ratified by Curriculum Committee:

Transcription

1 Reading Policy Reviewed by: Charlotte Tucker Date: Summer 2016 Ratified by Curriculum Committee: Summer 2016 Next Review: Summer

2 Aims: The aim of this policy is to ensure that a consistent whole school approach is applied to the teaching of reading. The school aims to provide secure, stimulating and enriching environments, where there is equal access to phonic knowledge and understanding, reading for meaning, and reading for enjoyment. We regard it as essential that we respect the language and experience of the individual and endeavour to meet their needs, regardless of race, gender class or ability. Objectives: The principle objectives for the teaching and learning of reading are to enable all children to access a range of different texts at an age appropriate level; that they can read for meaning and are encouraged to develop a love of books from a young age. In order for this to happen it is essential that we ensure: Equal access to the teaching and learning of reading comprehension across the school. Rigorous tracking, monitoring and assessment at all stages of the learning journey in reading. All staff have a thorough understanding of texts used during guided reading in order to facilitate effective discussions and questioning. Environments are created across the school where children are encouraged to read for pleasure. Stimulating resources are made available and stored centrally. Strategies: The strategies for the teaching and learning of reading will be divided into the following three areas: Decoding (outlined in the Phonics Policy) Comprehension (Reading for Meaning) Reading for Pleasure There are a separate set of aims, objectives, strategies, assessments and guidelines for each of the above areas, which are outlined below. 2

3 COMPREHENSION (Reading for Meaning) Objectives: The principal objectives for the teaching and learning of comprehension are to enable all children to develop the ability to read from a variety of sources, for a range of different purposes; learn the specialist knowledge and language needed to read in different subject areas and develop strategies appropriate for a range of reading activities including both fiction and non-fiction texts. In order for this to happen it is essential that we ensure: Consistency in the approach to teaching reading across the Foundation Stage, Key Stage One and Key Stage Two. Rigorous planning, assessment, and tracking; Quality first teaching to support motivation; All staff have a thorough understanding of the texts used during guided reading in order to facilitate effective discussions and questioning. Children are able to read for meaning in a variety of contexts, curriculum areas, and from a range of sources; achieving and exceeding the national benchmarks for attainment in reading. Children are taught to question and relate texts to their own cultural and personal experiences, and understanding of the world. There are opportunities to discuss and engage with a text once a week with their class teacher. They have access to interesting and varied books to develop their skills in both a supported and independent environment. Children participate in a wide variety of independent activities, which support teacher assessment and prepares the children for discussion. Strategies: In order to ensure progress is made by all groups of children, the teaching of reading skills needs to be regular, concentrated, and varied. At Carpenters we use a Reciprocal Reading style approach to the teaching and learning of reading and all classes in KS1 and KS2 follow the same structure so that each week teachers plan for the children to: Complete two pre-reading tasks based on the class text; Have a guided discussion about the class text with the class teacher; Complete a follow up activity based on the class text; Read widely for pleasure. In order to ensure the approach to the teaching of reading is consistent, teacher guided sessions will use the following structure: Summarise; Predict; Clarify; Question; Summarise. 3

4 The following three questions will be planned for to be used during the teacher guided session: Looking (fact retrieval); Clue (inference); Thinking (drawing on intertextual understanding). Additional adults will be used to effectively support children according to the needs in each individual class or year group. Guidelines: In order to ensure that the teaching and learning of comprehension is successful, its teaching will occur daily, in small, mixed ability groups, for half an hour in years one, two and three and forty-five minutes in years four, five and six. There will be additional opportunities throughout the week for children to develop their reading fluency skills on a one-to-one basis through work with additional adults or during conferencing time. Assessment: Teachers will use the triangle system to assess children s responses to the three planned questions each day (see appendix 1); Teachers will identify the gaps in children s learning and use Target Tracker to support writing individual targets at least twice every half term which will be used to inform assessment and planning; Teachers will update Target Tracker once every half term, or more frequently if necessary, to assess children against the expectations for their year group; Children will be assessed as working towards the expected standard if they are able to meet end of year expectations with the support of an adult during guided sessions. Children who are working at the expected standard will show evidence of meeting expectations independently, across a range of texts in follow up work. Those children who are working at greater depth within the expected standard will demonstrate a transference of skills across the curriculum, using and applying their comprehension skills for research and analysis. Monitoring: The monitoring of Comprehension will be carried out by the English coordinator with the support of the LT. Monitoring will include: The implementation of planning; Teaching and learning; Use of additional adults; Displays; Assessments and tracking of progress. Findings from the monitoring will be included in subject audits and inform training and support needs; the evidence of which will be seen on coordinator action plans, updated throughout the year. 4

5 Reading for Pleasure Objectives: The principle objectives for reading for pleasure at Carpenters Primary School are to encourage all children to develop a love of reading from a range of sources in print and on screen; encourage children to read widely and develop a sense of literature historically and within their own and others social contexts; encourage story sharing and discussion; and to ensure that the active encouragement of reading for pleasure is a core part of every child s curriculum entitlement because extensive reading and exposure to a wide range of texts make a huge contribution to a student s educational achievement. Strategies: In order to ensure that all groups of children make progress and are encouraged to read widely for pleasure, it is essential that the children have ample and regular opportunities to read and see their teachers and peers as role models. At Carpenters, we have a range of different texts available to the children including, but not exclusive to: picture books, classic children s stories, contemporary novels, poetry, encyclopaedias, online publications and magazines to support children develop a passion for reading. Through quality first teaching we ensure that: All children share a story or serialised book once a day for at least fifteen minutes. Teachers have access to a range of texts to share with their children. Expert and current advice about children s literature is made available to all staff. All children are enthusiastic and engaged by literature and are able to talk about their favourite authors, books and genres. Guidelines: In order to ensure all children have access to opportunities to read for pleasure, all class teachers timetable fifteen minutes a day where they will read to the class. It is recommended that this happens during fruit time in FS and KS1 and at the end of the day in KS2. So that children feel that reading is valued, a dedicated reading area is organised in each class where children can sit and read / share books in comfort in a less formal setting. Every class should have a reading display which reflects the ability and interest of the class. Reading is made visible throughout the school through display, and children s books. Teachers in KS1 and EYFS teachers timetable a library visit for their children once a week and KS2 children have the opportunity to visit the library at lunchtimes. 5

6 Assessment: Children s views about reading are incredibly important and their ability to read independently and desire to read for pleasure will impact upon their progress and attainment across the curriculum. Monitoring: It is the responsibility of the English Leader and LT to ensure that all children have equal access to read for pleasure throughout the school day. Monitoring will include: Timetabling of shared reading; Display; Reading areas; Home/school reading records; Children s attitudes to reading through questionnaires. Resources: A range of books and resources are available to support teachers in developing reading for pleasure in their classrooms and in the library. 6

7 Individual Roles The class teacher is responsible for; Planning according to the National Curriculum on the school proforma (see appendix 2) for implementing these plans and for organising the classroom for effective delivery. They are also required to provide opportunities for children to refine, practise and apply their comprehension skills during other times of the day such as; topic and English lessons. Target setting; Assessment; Creating a reading environment which includes an attractive reading corner. Ensuring additional adults are deployed effectively during guided reading sessions. The Subject Leader is responsible for; Ordering and maintaining resources, monitoring teaching across the whole school, organising internal and external staff training and ensuring that language is taught in a developmental and progressive way. They are responsible for liaising with parents/carers and governors, and organising appropriate training. Leading and managing staff with responsibility for reading and phonics. Deploying staff and volunteers strategically. Organising and maintaining the library. Organising displays in the communal areas, in partnership with school staff; The Governor Curriculum Committee is responsible for; The Curriculum Committee have been delegated the responsibility of monitoring phonics and reading across the school. This will be undertaken through visits to the school, analysing data and discussions with the English and Phonics Leaders. Feeding back to the Governing Body, to ensure that they are informed about the current approaches in English and to support the teaching staff wherever possible. Parents/Carers: It is of vital importance that regular home-school contact occurs if the delivery of a structured and rigorous phonics scheme is to succeed. As such; parents/carers will have the opportunity to: Discuss the individual progress of their child with the class teacher; Attend information evenings where they can learn more about the teaching of phonics and reading; Attend training to support them with ideas for continuing the teaching of phonics and reading in the home; Be regularly informed of their child s targets and level for reading. 7

8 Guided Group Assessment Appendix 1 Week One Text: Refugee Boy Chapter one Welcome to England GROUP: Blue Group Child One Child Two Child Three Child Four Child Five Child Six Where does Alem visit when he arrives in England? What is Alem s first impression of England? Why do you think Alem s mother didn t join them in England? Week Two Text: Chapter three This is War Child One Child Two Child Three Child Four Child Five Child Six Who does Mr Langdon bring to visit Alem? What impression are we given of Alem s life in Africa? Where do you think Alem would rather be Africa (Ethiopia/Eritria) or England Week Three Text: Child One Child Two Child Three Child Four Child Five Child Six 8

9 Example of a Guided Reading Timetable Appendix 2 Red Blue Yellow Green Purple Monday Pre-Task Read chapter three, 3 quotes. Pre-task (predict) Read with Teacher Follow Up Independent Reading Tuesday Independent Reading Pre-Task Read chapter three, 3 quotes. Pre-Task (predict) Read with Teacher Follow Up Wednesday Follow Up Independent Reading Pre-Task Read chapter three, 3 quotes. Pre-Task (predict) Read with Teacher Thursday Read with Teacher Follow Up Independent Reading Pre-Task Read chapter three, 3 quotes. Pre-Task (predict) Friday Pre-Task (predict) Read with Teacher Follow Up Independent Reading Pre-Task Read chapter three, 3 quotes. 9

10 Pre-read Questions Read chapter three This is War. Write down three quotes that best describe Alem s life in Africa. Discuss: What effect do they have on us, the reader? Why has Zephaniah chosen to use these words and phrases? 10

11 Read with Teacher Where does Alem visit when he first arrives in England? What are Alem s first impressions of England? Why is Alem s mother not with them? 11

12 Predictors Use clues from the text to predict what Alem might tell his mother about his experiences of England. Write your ideas in thought bubbles and bring them to our discussion tomorrow. 12

13 Follow-up Task LO: To understand a character s feelings based on information in a story. Write a postcard from Alem to his mother in Africa. Think about: o What he might tell her about England; o His feelings about her not being there; o What he wants to see or do next. 13

14 Independent Reading Have a look at the books we have from the library about the Mayans. Choose one that interests you and write down at least three interesting facts you find out. 14