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Reading at Swallowfield

At Swallowfield School, we prioritize reading for pleasure to foster academic success. Our phonics teaching, guided reading, and English lessons across the curriculum help students develop language skills and comprehension. Our library bus provides a rich variety of texts, and we encourage reading at home. We assess and monitor progress through half-termly phonics assessments, teacher assessments, and end-of-year KS1 SATs. Join us in nurturing a love of reading in our students!

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Reading at Swallowfield

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  1. Reading at Swallowfield

  2.  “I declare after all there is no enjoyment like reading!“ Jane Austen

  3. ‘Pupils in key stage 1 make good progress in reading. They are able to blend sounds in order all through a word to read it. The very large majority of pupils reach the expected standard in phonics by the end of Year 2. They are particularly proficient in reading, which the school recognises as a key to future academic success in all subjects and which features strongly across the curriculum. The library bus (a real double-decker bus situated in the playground) provides rich resources for pupils in terms of books and is a lovely place for them to read, browse and develop a love of reading.’ OFSTED September 2016

  4. Reading at Swallowfield Reading for Pleasure Phonics Teaching Guided Reading English Lessons Across the Curriculum Reading at Home

  5. Reading for Pleasure Rich variety of texts The Library Bus ERIC time Home School Library

  6. Phonics Read Write Inc 30 minutes daily Pure sounds Pure Sounds video Ability grouped approximately 15 groups across Foundation and KS1 Reading books

  7. Guided Reading Individually, small groups or whole class Appropriate ability Adult led Discussion Developing comprehension skills

  8. English Lessons Text led Fiction and Non-fiction Explore language Identify features Spelling, punctuation and grammar Inspiration for writing

  9. Across the Curriculum All subjects Reading for Purpose and Meaning Encouraged to apply reading and writing skills

  10. Reading at Home Talking Pleasurable Modelling reading Sharing reading

  11. Assessment and Monitoring Phonics half-termly Teacher Assessment Year 1 Phonics Screening Check Occasional formal Assessments KS1 SATS (end of year 2)

  12. Expectations Foundation Stage Early learning goal – Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

  13. Expectations Year 1 During year 1, teachers should build on work from the early years foundation stage, making sure that pupils can sound and blend unfamiliar printed words quickly and accurately using the phonic knowledge and skills that they have already learnt. Teachers should also ensure that pupils continue to learn new grapheme-phoneme correspondences (GPCs) and revise and consolidate those learnt earlier. The understanding that the letter(s) on the page represent the sounds in spoken words should underpin pupils’ reading and spelling of all words. This includes common words containing unusual GPCs. The term ‘common exception words’ is used throughout the programmes of study for such words. Alongside this knowledge of GPCs, pupils need to develop the skill of blending the sounds into words for reading and establish the habit of applying this skill whenever they encounter new words. This will be supported by practice in reading books consistent with their developing phonic knowledge and skill and their knowledge of common exception words. At the same time they will need to hear, share and discuss a wide range of high-quality books to develop a love of reading and broaden their vocabulary.

  14. Expectations Year 2 By the beginning of year 2, pupils should be able to read all common graphemes. They should be able to read unfamiliar words containing these graphemes, accurately and without undue hesitation, by sounding them out in books that are matched closely to each pupil’s level of word-reading knowledge. They should also be able to read many common words containing GPCs taught so far [for example, shout, hand, stop, or dream], without needing to blend the sounds out loud first. Pupils’ reading of common exception words [for example, you, could, many, or people], should be secure. Pupils will increase their fluency by being able to read these words easily and automatically. Finally, pupils should be able to retell some familiar stories that have been read to and discussed with them or that they have acted out during year 1. During year 2, teachers should continue to focus on establishing pupils’ accurate and speedy word-reading skills. They should also make sure that pupils listen to and discuss a wide range of stories, poems, plays and information books; this should include whole books. The sooner that pupils can read well and do so frequently, the sooner they will be able to increase their vocabulary, comprehension and their knowledge across the wider curriculum.

  15. Useful Websites Read Write Inchttp://www.ruthmiskin.com/en/resources/ Oxford Owl https://www.oxfordowl.co.uk/ BBC http://www.bbc.co.uk/education/topics/z3882hv Booktrusthttps://www.booktrust.org.uk/

  16. Thank you for listening Any Questions?

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