Granby Primary School

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Reading

READING AT GRANBY PRIMARY SCHOOL

At Granby we want our children to be both competent readers and readers who enjoy reading!

We are an E.C.A.R (Every Child a Reader) school which means our aim is that all our children leave for secondary school as fluent readers, including children who need extra support with reading. Granby works closely with Leicester City Council’s WIT team (Whatever it Takes) and we strive to build on our reading successes each year.

We aim to get children reading as early as possible so they can enjoy an enriched curriculum.

To be successful readers children need a) phonic knowledge b) reading mileage c) skilled adults d) appropriate text levels

Guided reading

Guided reading is where small groups of children read a book together with an adult. The book is usually one band above their individual reading levels. The group read and answer questions together, predicting the story line, discussing the text, and understanding inference. It enables them to analyse text in greater depth whilst collaborating with their peers.

In Foundation and KS1 staff all have on-going training so they can deliver quality, fast paced phonic lessons (Letters and Sounds based) . Parents are very welcome to regular meetings about how we teach phonics and reading strategies at each phase as their input is so invaluable. (See appendix 3)

Opportunities for children to gain reading mileage include:

  • children listen to stories read aloud on a regular basis
  • shared reading
  • Reciprocal Reading (inference training)
  • home reading-every child has a reading record and we value parent comments. Book bags need to be in school everyday.
  • daily guided reading
  • 1 to1 reading to an adult or reading partner.
  • Reading buddies (older children read to younger)
  • Reading as part of the curriculum
  • Independent reading
  • Competitions
  • Author visits/library book bus visits
  • Six best books – holiday reads
  • Accelerated reading scheme in KS2
  • Story phones
  • (Some researchers have argued children need 600 -1000 words a week to become competent readers)

Text level- all our books are colour banded. (See appendix 1)

Independent reading - Children should be able to read a book at 95% accuracy to be able to decode it and understand what they have read.

Instructional reading 90-94% - needs an adult to help the child with decoding

Texts that are below this will need an adult to read to the child /share read following discussions about the text and looking at tricky words together. Slow reading with lots of stops to decode makes the child lose their understanding and enjoyment of a book.

Skilled staff - Staff have all been trained in reading strategies and use these during lessons. (See appendix 2) We also have a trained Reading Recovery Teacher and teaching assistants trained as Better Reading Partners who offer extra support.

Appendix 1- these are approximate as children are individuals and learn to read at different paces

Book Band

Reading Recovery

Level

Approximate year levels
1. PINK 1 – 2 Foundation
2. RED 3 – 5 Foundation
3. YELLOW 6 – 8

Foundation level 6

Year 1

4. BLUE 9 – 11 Year 1
5. GREEN 12 – 14 Year 1
6. ORANGE 15 – 16 Year 1
7. TURQUOISE 17 – 18 Year 1/2
8. PURPLE 19 – 20 Year 2
9. GOLD 21 – 22 Year 2
10. WHITE 23 – 24 LKS2
11. LIME 25 – 26 LKS2
12.RUBY 27 – 28 UKS2
13. SAPPHIRE 29 – 30 UKS2

 

Appendix 2

Letters and sounds: High Frequency Words Checklist

(red = tricky words)

 

Phase 2

 

a an as at if in
is it of off on can
dad had back and get big
him his not got up mum
but the to I no go
into          

 

Phase 3

 

will that this then them with
see for now down look too
he she we me be was
you they all are my her

 

Phase 4

 

went It’s from children just help
said have like so do some
come were there little one when
out what        

Phase 5

 

don’t old I’m by time house
about your day made came make
here saw very put oh their
people Mr Mrs looked called asked
could          

 

 Letters and sounds: High Frequency words Checklist

(Next 200 common words in order)

 

Water away good want over
how did man going where
would or took school think
home who didn’t ran know
bear can’t again cat long
things new after wanted eat
everyone our two has yes
play take thought dog well
find more I’ll round tree
magic shouted us other food
fox through way been stop
must red door right sea
these began boy animals never
next first work lots need
that’s baby fish gave mouse
something bed may still found
live say soon night narrator
small car couldn’t three head
king town I’ve around every
garden fast only many laughed
let’s much suddenly told another
great why cried keep room
last jumped because even am
before gran clothes tell key
fun place mother sat boat
window sleep feet morning queen
each book its green different
let girl which inside run
any under hat snow air
trees bad tea top eyes
fell friends box dark grandad
there’s looking end than best
better hot sun across gone
hard floppy really wind wish
eggs once please thing stopped
ever miss most cold park
lived birds duck horse rabbit
white coming he’s river liked
giant looks use along plants
dragon pulled We’re fly grow

 

 Appendix 3 Reading strategies

We teach the children the following skills:

Concepts of print - to understand we read right to left; left page before right; how to turn pages correctly and match spoken word to printed (one to one voice – print match)

Use phonic knowledge - to sound out words and break into chunks - either known graphemes or words in words and to clap syllables.

To stop at point of difficulty – re-read and check the word looks right and makes sense. Have a run up to a tricky word getting their mouth ready for first sound and think what would make sense. More advanced readers may read to the end of the sentence to think which word would make sense.

Fluency and phrasing - Initially children are encouraged to 1 to 1 point at words as they read . Once they have this skill however, it is good for them to stop pointing and hear an adult model the reading to ‘Make it sound like talking.’

Punctuation – children learn the importance of this for inference.

Reading for meaning-retrieval – finding answers to their own and other’s questions in the text

What is the author’s point of view?

 

Top tips for reading                        

Make it fun

Little and often- research has shown 10 minutes a day improves GCSE results dramatically

Make it a quiet time (turn off the TV)

Always keep a book handy

Talk about the story- relate it to them

Useful sites:

www.whatever-it-takes.org.uk

National Literacy Trust site http://www.literacytrust.org.uk/

Leicester libraries - our nearest library is at Aylestone Leisure centre - ring 0116 225 4997 or go to www.leicester.gov.uk/libraries   There is also a book bus that visits locally.

Talk to your baby site www.literacytrust.org.uk/talk_to_your_baby

See also our reading DVDs

Your class teacher and our parent readers are also available for reading advice

 

For more information please see the links below.

The 44 Sounds (Phonemes) of English

Reading Strategies

New Curriculum 2014 - Including Word Lists

Letters and Sounds: High Frequency Words Checklist

English Appendix 1: Spelling

Young Readers Programme ‘Books with Hooks’ 2011 

Book Trust Best Book Guide 2015 0-5

Book Trust Best Book Guide 2015 6-8