Reading at Sinnington Community Primary School
At Sinnington CP School, we are developing all children to have a Love of Reading. We feel all aspects of our reading programme - reading aloud, shared, group (Whole Class) and independent reading in conjunction with the systematic teaching of phonics, spelling and etymology should all be enjoyable.
We promote enjoyment and engagement through the creative use of high quality literature at the heart of the literacy curriculum, using the Power of Reading programme, developing teaching and learning strategies to support engagement with books and attainment in reading. This approach resonates through every other reading experience children encounter, such as our Whole Class group reading sessions and in selecting the books which we provide for children to read independently and the contexts we provide for sharing and enjoying these books.
We believe reading opens up a new world for children and gives them the opportunity to explore new ideas, visit new places, meet new characters and develop a better understanding of other cultures. Building up the children’s vocabulary gives them the word power they need to become successful speakers and writers as well as confident readers. Reading is a key life skill and we strive to embed a culture of reading into the core of what we do, providing opportunities for children to read both independently and aloud as well as allowing them the chance to discuss and recommend books they have read to their peers. Reading and quality literature is implicitly interwoven into our curriculum through the use of key texts to expose our children to various genres and famous authors and to enhance the variety of exciting topics that we teach.
Reading is integral to every part of our curriculum. Children have exposure to a wealth of high-quality texts, with the aim of feeding their imagination and instilling a lifelong love of reading.
Teachers are encouraged to think about themselves as reading role models; to promote books and reading, develop their reading environment and think about broader reading opportunities to enable children to develop their independence and read widely for purpose and pleasure across the curriculum. We actively encourage reading in and out of school.
In the Classroom:
Each class will have daily access to a high quality children’s novel (Picture or shorter story books in Donaldson Class) which is shared and discussed over the course of a half term. In addition to this we hold whole class reading sessions where shorter texts are accessed on a common theme and pupils are involved in a range of response activities. This may include clarifying unknown words and phrases; inferring and deducting to form an opinion; predicting; explaining authors’ intent; retrieving information; summarising and answering comprehension questions. In whole class reading, there is a high level of interaction between teachers and pupils. Children are exposed to high-quality texts and discussion in an immersive environment. Texts are carefully chosen by teachers to provide appropriate challenge that builds on pupils’ existing knowledge and understanding. Please click the links below to explore the text our children read during each of their projects.
Each classroom has books at their core with a dedicated reading for pleasure area, stocked with a range of books suitable for their age and stage. Children are still able to access the library, enjoy book bag books relevant to their phonetic learning and choose individual texts of their own preference to take home and enjoy. Whilst individual reading becomes less of a strategy used as pupils’ skills increase, teachers will continue to use their professional judgement to identify those who would benefit from individual reading to a teacher or Teaching Assistant. Pupils may be listened to read in groups. In addition, pupils will be sharing big books, texts and pictures to formulate their reading sessions.
Home School Books are a helpful way of recording children’s reading, but also for communication if you spot your child having difficulties or if you want to celebrate successes. For example, they might have completed their first chapter book or have started reading independently at home without prompting from you. As pupils become independent readers able to access a range of texts, they can use the link books to show reading preferences and recommendations.
In our school we believe that every child has the right to learn how to read – no child will be left behind; they should enjoy reading; should make progress and have the opportunity to be creative.
Our approach to Reading is designed to:
• Promote a love of reading
• Ensure that every child learns to read to a high standard of fluency and understanding, regardless of their background, needs or prior attainment
• Close the ‘word gap’ by expanding pupils' vocabulary and deepen their understanding of the texts they are reading.