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Twydall Primary School

Twydall Primary School

Care, Courtesy, Commitment and
Consideration in our Community

Reading

 

At Twydall Primary School, we recognise the importance of reading as a life skill that opens doors to learning in all subjects - reading is key to learning and has a direct impact on progress across the curriculum.   At Twydall, children to learn to read so that they can read to learn.  

We recognise the unique ability that being a lover of reading has upon the happiness of our children and we recognise the importance of teaching reading as a way of offering children experiences beyond their everyday. 

Reading therefore, is central to everything we do. We are a reading school – we promote reading for pleasure in a variety of creative and engaging ways, alongside teaching reading as a subject in its own right from years 2 – 6.  

Specialised reading teaching from years 2 – 6

From years 2 – 6, whole class reading lessons focus on a text a term as the central resource, this enables children to become familiar with the text, providing the opportunity to develop fluency and depth of understanding. Teachers select appropriate non-fiction texts which link to themes within the termly text and/or link to their science/history and/or geography topics (see reading curriculum maps for suggested texts). 

Reading lessons are taught daily in vertically streamed groups, so that children are given the opportunity to become fluent and comprehend at the pace and level appropriate to them. Teachers model fluency and intonation during whole class reading sessions by reading to the children. Children then practise fluency through ‘choral reading’ techniques when they re-read to one another. 

Exploring the Cultural heritage of our English Literature

Each term has an author:

Term 1: Roald Dahl                                                    Term 4: Charles Dickens                    

Term 2: War Poetry                                                    Term 5: Contemporary Fiction

Term 3: William Shakespeare                                   Term 6: Gothic Novels, Mystery and Adventure

We have developed a close relationship with Twydall Library to borrow books on specific topics such as The Polar areas.

We promote reading across all the curriculum areas. 

Whole class reading lesson sequence is as follows: 

  • Review previous learning (purple pen to edit and improve learning/address common misconceptions) 
  • Recall/Retrieval activities for memory (leading to application to other areas and depth of learning) 
  • Pre-teach Key vocabulary, followed by vocabulary investigation where appropriate 
  • Reading aloud (teacher then children), followed by independent/small group reading for familiarity and fluency
  • Whole class discussion/questioning/quick retrieval/idea gathering
  • Introduce key concept/s 
  • Focused work in groups and/or independently (finding information/answering questions/making comparisons/character study/creating questions – see reading curriculum maps for each year group activities)
  • Plenary/Review/assess/next steps (recall activities/memory activities) 

Reading for Pleasure: 

Our school libraries are cosy, comfortable and accessible spaces where children can relax, read and discuss books with their peers and adults.  The KS1 and KS2 libraries are well-stocked with a range of fiction and non-fiction books, newspapers and magazines appealing to all ages and tastes. KS2 children are encouraged to visit during lunch times when the upper school library is staffed by our in-house librarian. 

 

At the end of each school day, every child across the school leaves Twydall with a ‘story in their head’ through the read aloud session when teachers and children read aloud to the class. 

We understand the significant role played by parents and support staff as well as teachers and so we expect that children read at home for a minimum of 15 minutes per day with an adult.  This is recorded in the child’s reading record and checked by teachers/support staff each day.  

Other ways we promote reading for pleasure within our school: 

  • Community reading – library visits, author visits, visits to local old people’s home, shared reading, teachers sharing reading both in class and via ‘what we are reading posters’ 

  • Allocated library sessions for years 3 – 6 during whole class reading sessions (time to read, review, discuss and recommend books).  

  • Books are awarded as prizes to selected children in each year group as an end of term effort reward. We also carry out regular book treasure hunts throughout the year. 

  • Sponsored read – carried out each year in March via ‘read for good’.   

  • School displays showing a variety of books and with opportunities for children to comment and recommend in order to ‘tempt’ 

  • Engaging book corners in every classroom including EYFS 

  • Book club offers our less advantaged children the opportunity to sample and own their own books.  

  • Parent reading mornings on EYFS and bi-termly across Key Stage 2 

Reading techniques to help your child.

To support parents to help their child’s reading development, we have produced a list of questions that you can ask your child before and during reading sessions. These questions will focus their attention on punctuation and the words used in their books. This technique works well when a few questions from each section are asked during reading sessions – we are not expecting you to cover the whole list each night.

Before you start to read, focus your child’s attention on the page. Children need to become familiar with the material before they read.

Discuss the picture in the book (or on the front cover):

  • What’s happening?
  • What’s the time of day?
  • What will happen next?
  • How do the characters feel?
  • How does it make you feel?
  • How many children/characters do you see?

Now, read a page or two and to help your child understand how language is written, ask a few questions from the list below. 

Ask the children to quickly find:

  • A specific word
  • A full stop
  • A question mark
  • An exclamation mark
  • Some speech marks

To help your child understand the meaning of what they have read, ask a few questions from the list below.

Ask your child to quickly point to a word that:

  • Begins with the sound of ____‚Äč
  • Ends with the sound of_____
  • Means ______
  • Means the opposite of ______
  • Is the name of a girl/ boy/ animal/ place
  • Is a colour word
  • Tells us what time of day it is