A C EAchieve, Create, Enjoy

Reading at Twyning

At Twyning School, we value the importance of reading and place it at the heart of our curriculum. We know that reading is a vital skill that will support children’s learning across all subjects and as such, we will ensure our children are taught to read with fluency, accuracy and understanding. Our aim is to encourage every child at Twyning to become an enthusiastic, independent reader that will develop a life-long love of reading. This approach demonstrates how school and home can work together to achieve this.

 

Our Teaching Philosophy 

We strongly believe that the best readers are the best learners and the best writers - we read as writers and write as readers! Strategies for writing and speaking and listening therefore form an integral part of the reading curriculum, in our school. 

 

Resources 

We strive to provide stimulating reading environments, where reading materials are presented in an attractive and inviting way. Every class has access to the school library that is regularly updated with newly published books, including texts requested by the children. Our library displays the book of the month for Key Stage 2 and provides recommendations for children based on authors that they enjoy.

Within English lessons, we use high quality texts that engage and stimulate the children’s imaginations; these texts and planning materials are sourced from a variety of high quality providers including CLPE, Literacy Shed + and The Reader Teacher. Our teaching staff are keen readers and they are able to choose high level texts, from different sources, that will suit their pupils’ abilities. Teachers will act as role models in their enthusiasm for both reading and writing by keeping up to date with current children’s literature through engaging in projects like ‘Reading Teachers, Reading Pupils’.

 

Developing a Love of Reading

 Children in our school have the opportunity to read at least once a day for pleasure. Children have access to high quality texts from classroom book corners and also get the opportunity to visit the library on a weekly basis. Teachers also prioritise reading aloud to their classes; in every class this happens a minimum of once a day.

 

Reading for Pleasure at Home

For guidance on how to support your child with reading for pleasure at home, have a look at this leaflet, which has some great ideas on how to promote enjoyment in reading all the way up to Year 6 and beyond. See Reading for Pleasure at Home

 

You can also use these great, supportive resources from the Education Endowment Foundation to guide you when reading with your child/children. 

Top tips for supporting your children with reading in reception year 1 and year 2:

https://educationendowmentfoundation.org.uk/public/files/Publications/Covid-19_Resources/Resources_for_schools/7_Top_Tips_to_Support_Reading_at_Home.pdf

 

Top tips for supporting your children with reading in Key Stage 2

https://educationendowmentfoundation.org.uk/public/files/Publications/Covid-19_Resources/Resources_for_schools/7_top_tips_to_support_reading_at_home_%E2%80%93_for_Key_Stage_2.pdf

 

If your child is a devoted Tom Gates or David Walliams fan and you are looking for ideas of books to encourage them to branch out, have a look at the 'Tube Map' for your child's age group which suggests books linked to your child's preferred authors or book genre. Alternatively, have a look at The Reader Teacher recommended books for each year group.

 

Phonics and Early Reading 

At Twyning School, we use Little Wandle Revised Letters and Sounds to teach our phonic programme with rigour and fidelity. We teach our phonics, so that is accessible to all, by planning for 100% engagement from each child. Synthetic systematic phonics is a key skill that supports the development of early reading.

We place our quality phonics teaching in a language rich curriculum, with exposure to a range of both physical and digital texts. We continually aim to make strides towards closing the word gap.

Working alongside parents and carers we want to provide our pupils with the skills they need to have a successful start to their lives as readers and to ensure that our children develop a love of reading. Please see our Phonics page for more information.

 

Reading Ambassadors

In every year group at Twyning School we have children who are nominated as Reading Ambassadors. They meet weekly to  help develop the ethos and culture of reading within our school, to help in the library and to provide book recommendations to other children.

 

Reading Sessions: How Do We Teach Reading at Twyning School?

Children across the school have taught reading sessions everyday. These are whole class reading sessions which are a balance between practising reading fluency, discussion based learning and written comprehension. As well as this, children are regularly heard reading aloud by an adult in EYFS/KS1 and as regularly as possible in KS2. 

We also use the Reading Dogs to teach and reference key reading skills with the children please see the poster below. 

 

Supporting your child to read at home

Learning to read is a vital life skill that our children need to acquire at a young age. Children progress through different reading stages and all children will progress through these stages at different rates. Sometimes children progress slowly, sometimes fast and sometimes they plateau for a short while they consolidate their learning.  It is often helpful for children to overlearn/repeat their learning to ensure their skills are secure before moving onto next stages.  This helps them to build confidence in their abilities.

Reading is not only about segmenting and blending words to actually say a word aloud.  It is also about really understanding what they have been reading about.  Often, we ask children to repeat reading scheme books so that they can work on their comprehension skills rather than simply reading the words and sentences.  If your child repeats a book, please focus upon their comprehension skills.  Do this by asking questions that look for simple answers within the text and then more complicated answers which ask their opinion about something that happened in the book, the way a character may be feeling or predict what may happen next.  Without these comprehension skills, foundations to their reading ability will be missing and they will find it very difficult to move through later reading development stages inhibiting them from becoming a fluent reader.

Asking your child questions whilst reading together will help them to gain a better understanding of the text, develop a broader range of vocabulary and enhance their creativity. Attached below are guides for each group on how to supoort your child at home. 

You may like to use a selection of the questions below when reading with your child:

 

Fiction

  • Look at the front cover. What could this story be about?
  • Who is the author/illustrator? What do they do?
  • Where does the story take place? (setting)
  • Who are the main characters in the story?
  • Can you retell the story using your own words?
  • Tell me what this character was like?
  • Tell me the most interesting/exciting/funniest/your favourite part of the story? Why?
  • What do you think the character feels about...? How can you tell?
  • What do you think would have happened if…?
  • What do you think is going to happen next? Can you guess the ending?
  • Which part of this book did you like best/least? Why?
  • How has the author used words/phrases to make this character funny/sad/clever/frightening/excited etc.?
  • Do you like the way the story ended? Can you think of a different ending?
  • Do you know any more stories like this? Tell me how they are alike.
  • Do you know another story with similar characters in? Tell me how they are similar.
  • Has anything like this ever happened to you?



Non-fiction

  • Tell me two things you found out that you didn’t know before.
  • What does this part of the text tell us about ….?
  • Which part of the text tells us about …? 
  • Why are some words in bold?
  • How does this text/layout help the reader?
  • How does a diagram/picture/caption help you to understand the information on this page?
  • What can you use to help you find the information you need quickly?
  • How does a glossary help us?

 

What should my child be reading?

The National Curriculum states that children should read a range of texts across their primary, including; stories, poetry, myths, legends, plays, non-fiction and text books/reference books.

 

The Book Swap

Our Book Swap Shelf can be found in the entrance foyer. It contains a range of books and text types suitable from Reception to Year 6 and beyond. Please do encourage your children to bring in one of their old books (in good condition) and swap it for one on our trolley.

 

Files to Download

Let's Connect

Twyning School

Twyning School

Mrs Lucy Halling
Headteacher

01684 293577 head@twyning.gloucs.sch.uk

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