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Reading at Auriol. Purpose To explain how reading is implemented across the school Guided Reading Individual reading Reading schemes/Book Banding Reading.

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Presentation on theme: "Reading at Auriol. Purpose To explain how reading is implemented across the school Guided Reading Individual reading Reading schemes/Book Banding Reading."— Presentation transcript:

1 Reading at Auriol

2 Purpose To explain how reading is implemented across the school Guided Reading Individual reading Reading schemes/Book Banding Reading Challenge How you can support your child at home

3 There are various forms of reading that takes in school and within the classroom. Children encounter reading through: Class Texts Within English lessons and other lessons across the curriculum By borrowing books from the school library Books issued by the school on the banded book scheme Through the specific teaching of guided reading focusing on skill acquisition Individual reading to practise new skills taught

4 Individual Reading Children should have their reading books in school every day as well as reading record books. Teachers, Teaching assistants and parent helpers will support the reading of children in the school by listening to the children read on a weekly basis. Children are encouraged to change their own books from the book bands within the library. Book bands will be monitored by the teacher to ensure the children are on a suitable level for their ability. Children will be awarded a house point for 3 reads a week with a signature in their reading record. Reading records will be checked and signed weekly by a teacher.

5 Reading Schemes A range of reading schemes are available in school to ensure all children receive a suitable reading book Book Banding – Colour coded. Children will be assigned these according to their reading age. Book Bands will cover all children with a reading age of up to 15 years but new books are being added. Wellington Square – Reading scheme with graded books focusing on children who require a more structured scheme to develop their vocabulary and comprehension skills Rapid Readers – Strong focus on non fiction books for children struggling to read. Focus on development of language. Designed to be a short reading intervention to quickly improve reading skills Phonic reading schemes – Specifically for emerging or new readers. Strong focus on phonic knowledge and reinforces this through carefully chosen vocabulary. Project X Code – Reading intervention for children who need extra guided support with phonics and reading

6 Guided Reading Lessons take place 3 times per week Children are grouped according to reading skills they need to learn and the gaps in learning are addressed Teacher works with a group to teach and consolidate reading skills Activities are then set to assess children’s progress either through further reading or writing activities. Children are regularly re grouped according to the progress they make Within sessions the teacher listens to the children read and all children are heard in this manner Teachers will make comments in the reading record book to give an indication of how they have worked towards the objective of the session.

7 Assessment of Reading Reading age tests Reading is assessed on a half termly basis Consists of teacher assessments with some summative assessments Looks at decoding reading and comprehension

8 Library Children and parents have access to the library first thing in the morning to change their reading books. Children will have a library session with their teacher to help them change their library books. Lost library cards will need to be replaced so please tell the librarian who will issue new cards. Lost books

9 Reading challenge Global Reading Challenge Children are encouraged to ‘read around the world’ and collect points for every 10 minutes of reading. Children have a map, which will be displayed in the classroom and they will also have a passport to keep track of how many minutes of reading they have done and whereabouts in the world they are Children will have checkpoints, which will focus on a specific part of the world Certificates will be issued when children have reached one of the checkpoints Children will be able to send adults postcards to tell them when they have finished and reached a checkpoint to thank them for listening to them read. Parents, teachers and parents helpers should initial the postcard to indicate that they have been heard read.

10 Parental Support Success in reading is fundamental to success in school. Reading is all about acquiring meaning; for enjoyment, information and understanding. It is not a performance. It is not a test. Every time you finish a book - do always choose a harder one next time?

11 Parental Support Make reading visible; have books available in your home Share books every day; Boys need to see that reading is something men do. Talk about books. Sit and listen - don’t do chores around the reader! Respect choices.

12 Parental Support Introduce your children to different types of books; classic fiction, chapter books, short stories, joke books, poetry, non-fiction. Read them the book that was your favourite when you were a child. Read slowly, with expression. Try to use different and funny voices for characters. Follow the words and read the story using the pictures. Talk about what is happening and what might happen next. Leave the story on a cliffhanger!

13 Parental Support – What to do if your child gets stuck? Use phonics first. What sound does the word begin with? Can you say the sounds in the word? Blend them together. Read to the end of the sentence. What would make sense? What is the text about – what might fit here? Does it sound right? Look at the picture. Does it help?

14 Parental Support – Talking about books It is not a test! Explain the meaning of unfamiliar words Do you like this book; why? Who is your favourite character? Tell me about a character in the book. Which words tell you what the character is like? How would you feel? What do you think will happen next? What would you do? What have you learned about …… in your book? What can you tell me about…?


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