Reading Policy
http://www.oup.co.uk/oxed/primary/ort/range/
If
culture is the personality of an organisation then a quality school is restless,
constantly questioning, never satisfied, challenging norms and believing that
things can always be better.
Learn
to value and respect everyone in school
Learn
both to work on our own and also with others
Learn
to develop our intelligences and talents
Learn
to think clearly to help solve problems
Learn
that only our best is good enough
Learn
that learning never ends
Learn
to live our dream
‘What
the child can do in co-operation today he can do alone tomorrow.’
(Vygotsky
1934).
Literacy
in
"Literacy
is the ability to read and use written information and to write appropriately
for a range of purposes. It also involves the integration of talking, listening
and critical thinking with reading and writing and includes the knowledge which
enables a speaker, writer or reader to recognise and use language appropriate to
different social situations". (David Wray, 2001)
Four
fundamental teaching contexts will support our work:
Modelled,
Shared and Guided
Modelled,
Shared and Guided Writing
Related
Teaching/ Learning Activities
Reflecting,
Reporting and Recording
The structure of literacy time in
Belvoir
Session 1:
Text, Sentence and Word Level objectives are embedded.
WHOLE CLASS:
Shared text work (a balance of reading
and writing) - sentence and word level work (a balance over the term of focused
word or sentence work)
Session 2:
The transfer of learning from one context to another to embed the learning
objective and scaffold either the individual pupil or group learning.
GROUP/ INDEPENDENT WORK:
The teacher works with 2 or 3 groups
doing guided reading or writing; group task: children are engaged in either
separate tasks for each group, or one task for all groups with differentiation
built in; independent reading, writing or word and sentence work.
The tasks decided upon for the week need
not only be pencil and paper work. The teacher may also include: oral
activities, research/study skills project work, silent reading planning/drafting
writing listening to a shared reading tape use of computer and any other
activities linked to the week's objectives
Session 3:
WHOLE CLASS Plenary: groups review and reflect upon their work in relation to
the learning outcome.
Plenary
Re-focus the thinking on the central
objective giving pupils an opportunity to clarify their own thoughts by having
to explain them to others. Give pupils an opportunity to share a range of
different insights and ways of approaching a problem so that individual learning
is enhanced. Record any significant factors on a chart to help children as they
apply their literacy skills and understanding throughout the day.
Reading
In
Reading
skills will be developed using the methodology appropriate to the age group and
ability of the children in the Foundation, KS1 and KS2 stages.
Foundation
Stage Modelled Reading
Reading
to children by the teacher or classroom assistant will be seen as an essential
activity, providing a starting point for developing the thinking child.
In
our classrooms we provide a range of contexts in which to model the importance
and enjoyment of reading, for example, reading stories and rhymes; notes and
instructions; information texts and children’s writing.
“Modelled
Our
children will participate by listening and observing the expert at work, rather
than by contributing suggestions and pursuing points through discussion.
The
teacher will talk through the process step by step to show the learner how
things are done, for example, making, confirming or changing predictions,
re-reading if meaning is unclear or using context to work out a difficult word.
Features
of our Modelled
Each
session will have a planned focus.
An
enlarged text will be clearly visible to all pupils.
A
selected range of relevant and motivating fiction and non-fiction texts will be
used.
Texts
used will be within the children’s comprehension level.
Illustrated
texts will support and enhance meaning.
Sessions
will be short and enjoyable.
Shared
We
will share books with children for many reasons: enjoying stories together;
linking with personal experiences; developing imagination and language; learning
about books.
Listening
to stories being read and re-read will help our children to gain insights into
meaning and story structure.
“Shared
Through
experiencing a variety of texts, fiction and non-fiction our children will
become aware of the range of strategies required when reading for different
purposes.
By
using Shared Reading our Children will gain:
o
Pleasure
o
Desire
to read
o
o
Knowledge
of reading behaviours
o
Knowledge
of reading strategies
o
New
concepts
o
New
vocabulary
o
Knowledge
of a variety of written forms
o
Confidence
to: talk, think, share, compare, reflect
o
Success
Features
of our Shared
o
Text
will be motivating, attractive and chosen with a specific learning outcome in
mind.
o
The
children will have access to a text that is slightly beyond their independent
level.
o
Sessions
will be short, sharp and focused.
o
Children
will be in mixed-ability groups or whole classes.
o
o
Discussion
about the text, illustrations etc. will be encouraged.
o
Children
will gain insight into decoding and comprehension strategies.
o
Children
will have a safe, supportive time to explore and try out reading strategies.
o
Children
will have opportunities to consolidate their learning in other situations
through a variety of supported and/or independent reading tasks.
Careful
observations will be made of our children’s reading behaviours to determine
the appropriate teaching focus for each shared session.
This
will involve observing them, not only during whole class shared sessions but
during small-group sessions and during informal interaction with text, for
example, browsing in the book corner or in role-play situations.
o
We
will use whole class/small group active participation.
o
Enlarged
texts used by the teacher can be above instructional level.
The
range of sources used will include:
There
will be discussion (before, during, after) and interaction to consolidate
learning. Teachers will think carefully and plan focused outcomes. We will
enable children to participate in real reading with guaranteed success.
Using Shared Texts
Our
main objective is to help our children through the process of constructing
meaning.
From
the beginning we will create an attractive, friendly and secure environment in
which print and written materials are seen to have value and meaning.
Enjoyment
is an essential part of success in learning to read in Belvoir. We will ensure
that children experience pleasure from books.
Listening
to stories being read and re-read helps children to gain insights into the
meaning, forms, pleasure and purpose of reading.
We
as teachers can demonstrate involvement and act as a model of fluent expressive
reading.
The
staff’s enjoyment of books will be communicated to the children.
What
our children will gain from Shared
Enjoyment
Knowledge
of reading behaviours
Desire
to read
Knowledge
of reading strategies and cues
Knowledge
of new concepts and vocabulary
Knowledge
of a variety of written forms
Confidence
to: Talk; Share; Think; Compare; Substantiate; Challenge; Reflect;
SUCCESS
Using Enlarged Texts.
The
teacher will:
Shared
Shared
reading is a KS2 strategy where large print books, acetates & posters will
be used to explore stories, novels, poems, non-fiction texts and other relevant
extracts.
This
material will become a basis for developing reading, writing and talking and
listening across the curriculum.
Objectives
for the session will be taken from the expected learning outcomes agreed by our
school.
Shared
reading will be used to introduce:
o
A
story
o
A
topic
o
A
theme
o
An
author or illustrator
o
A
genre
o
A
reading type/form of writing
o
Language
conventions
o
A
particular reading strategy
o
Word
investigation
Shared
o
Teach
characteristics of a book – fiction or non-fiction
o
Help
children to approach a text critically, reflectively and with confidence
o
Consider
cultural or gender bias
o
Encourage
children to bring their own understanding to bear on the text.
Our
Planning for Shared
Key
elements are:
o
Choosing
expected learning outcomes;
o
Choosing
appropriate text;
o
Communicating
purpose(s) for reading;
o
Introducing
the reading;
o
Discussing;
o
Responding
to the text.
Guided
|
Guided
The teaching sequence has been designed
to support the reading strategies within Bruner’s model of scaffolding. The teacher will work closely with a
number of pupils and through asking questions and setting tasks will
generate a powerful discourse around the text. It is important that both pupils and
teachers comment on what is shared and known about the text. We will use the following sequence: Introduction to the text. Independent reading and related task. Return to the text and developing responses through
the teacher’s questions. Review of what has been learnt. Implications at KS2 At KS2 this has will replace one child
reading individually to the teacher. At KS2 reading will now take place
within the group, with KS2 pupils reading a page each aloud to the teacher
in turn, and then talking about the text, prompted by the teacher. This kind of reading is highly intense
and is in a way a kind of ‘high stakes’ reading if pupils only get
access to the teacher once a week. |
Whatever the stage of fluency of the
children in the group, guided reading sessions will contain elements based on:
book introductions, strategy checks, independent reading, returning to the text,
and responding to the text.
For early readers these all happen within one session, whereas they may be
spread over a series of sessions for fluent readers.
SENDO
The implications of the SENDO legislation
mean that you are more likely to have children that may be in the early,
transitional or fluent stages of reading in one class.
Consequentially,
KS1 skills become whole-school skills to meet the needs of all pupils.
These
are the skills that the multi-tasking special need’s teacher uses on a daily
basis.
Skimming
Reading
the text quickly to get the gist of what it is about
Scanning
Looking
at the text to kind keywords
Close
reading
Reading
each word of the text
Predicting
Based
on what has already happened, making assumptions about what will happen next
Retrospection
Looking
back at what has already happened
Looking
for evidence
To
back up your ideas about a text
Inferring
Interpretation
which goes beyond the literal
Deduction
Understanding
based on the evidence in the text
Visualising
Making
mental pictures of what happens and the characters
Empathising
Putting
yourself into the shoes of a character and understanding them
Asking
questions of a text - Bloom’s Taxonomy
Knowledge Question Cues:
o
list,
define, tell, describe, identify, show, label, collect, examine, tabulate,
quote, name, who, when, where, etc.
Comprehension Question Cues:
Application Questions Cues:
Analysis
Question Cues:
Synthesis Question Cues:
Evaluation
Question Cues:
assess,
decide, rank, grade, test, measure, recommend, convince, select, judge, explain,
discriminate, support, conclude, compare, summarize