ApproachestoReading

1、Approaches toReadingLiteracy Co-ordintor: Claire PassmoreWe believe in the value of books and the pleasure they can give. By using different approaches fordifferent children, and a range of texts we hope to inspire childrenin books'ansdinterest and enreading.We aim to enable all children to enjo

2、y reading a range of materials with fluency, accuracy and understanding. We want children to become enthusiastic about reading and consequently become confident and independent learners.At Stow-on-the-Wold Primary School:? Reading takes place daily for every child. Children and parents are encourage

3、d to read at home and a variety of books are available in the classroom and school library for children to borrow.? Children read individually to an adult as often as is possible, and parents are welcomed into the school to support the children in this valuable way.? Children are taught reading stra

4、tegies through shared reading during literacy sessions and during guided reading sessions once a week.? During guided reading sessions children who are not the focus group undertake different activities, such as reading individually or with a partner, follow-up work from a previous guided reading se

5、ssion, poetry reading, playing word games, listening to story tapes, reading to another adult, or using talking books on the computer.Classrooms are full of appealing books where children can browse in comfort. Wall displays, pictures, notices, topic words and captions are on view to stimulate an in

6、terest in reading.A wide range of books, both fiction and non-fiction, including big books, poetry, picture books, folktales, traditi onal tales, myths and lege nds, plays, dicti on aries.are used in eachChildren have timetabled access to the school library and are taught how to access information u

7、sing a simplified Dewy system for non-fiction books and alphabetically by author in the case of fiction.Children are encouraged to browse for books on their own, with adult helpers and each other, to read for pleasure as well as information.A school library club promotes the use of the library, as w

8、ell as the enjoyment of reading.Jolly phonics in introduced at the foundation stage to support the teaching of reading, writing andspelling.Whole word recognition for more difficult words as well as phonic approaches are used.Childre n are give n opport un ities to read in a variety of con textsin d

9、ividually, to an adult, to an olderor younger pupil, as a member of a group, to the class, in assemblies and in school performances.Use is made of ICT whenever possible, using talking books, Clicker 4, Textease and a variety of CDROMs.Children take turns to take home story sacks, for a week at a tim

10、e, to share with their family to encourage an enjoyment of reading in a variety of ways.Individual ReadingAt the beg inning of each year childre n are assessed using the Ben chmark ' materiaas to the correct levels for group ings and read ing materials.A nu mber of read ing schemes are used to h

11、elp childre n develop their read ing skills in a structured way.The reading scheme books are colour coded using Book Bands ' to coincide with these benchrInfants beg in with a comb ined structured approach using All Aboard, suppleme nted by or progress ing toOxford Read ing Tree and New Read ing

12、 360. By the orange stage, childre n have progressed to choos ing real ' books, colour coded into our reading scheme.In lower key stage 2 Look and read is used to enhance spelli ng, pho nics and grammar. Throughout the key stage All Aboard is used for group work, discussi ons of comprehe nsion a

13、nd in fere nee.Guided ReadingFor guided reading a variety of books have been graded using Book Bands '. We hreal books, Rigby Star, Colli ns non-ficti on and ORT poetry books. These books are kept in a cen tral areafor each key stage and arra nged in colour ban ds.A record or each guided read in

14、g sessi on is kept by the class teacher, i ndicati ng any no table in formati on on how each child coped with the text. (An example of a guided read ing record is attached asAppe ndix I.However, it is not essential that such records are kept in this exact format, so long as useful and mea nin gful r

15、ecords are kept.)AimsLevel Descripti onsApproach From POSTeach ing StrategiesLevel 1Pupils recog nise familiar words in simple texts. They use their kno wledge of letters and sou nd- symbol relati on ships in order to read words and to establish meaning whe n readi ng aloud. In these activities they

16、 sometimes require support. They express their resp onse to poems, stories and non-fiction by identifying aspects they like.Pupils should :- be give n exte nsive experie nee of childre n literature in clud ing : stories, poetry, plays(from various cultures), traditi onal folk and fairy tales and pic

17、ture books read on their own read with others and to the teacher read in formati on on scree ns and arou nd them discuss all materials that are usedCon sta nt read ing and show ing books to the childre n. Pictsre lotto, pairs games and matchi ng activities. Vocabulary of a book-pages, characters, pi

18、ctures, seque nee of beg inning and end.Choos ing a book-comme nting to a teacherabout it.Care of books.Story tapes for liste ning to en courage aware ness of words.One the classroom routi ne has bee n established childre n en couraged to take home pre-read ing books.With pre-read ing books childre

19、n en couraged to tell what is happe ning and discuss.AimsLevel Descripti onsApproach From POSTeach ing StrategiesLevel 2Pupil ' s readi ng of simple text shows un dersta nding and is gen erally accurate. They express opinions about major eve nts or ideas in stories, poems and non-fiction. They u

20、se more tha n one strategy, such as phoni cs, graphic, syn tactic and con textual, i n read ing un familiar words and establishi ng meaning.Flue ncyAccuracyUn dersta nding (overall sen se)AlphabetPho nic kno wledge Graphic kno wledgeWord recog niti on Grammatical kno wledgeIn troducti on to Lan guag

21、e Master for word recog niti on.Work on Letterla nd (ph oni cs) and Ani matedAlphabet (IT)Progress to read ing books with word tins for each book.A new book is given when teacher feels that the child is proficient with their existing book.Aim is to have all childre n liste ned to at least three time

22、s per week by and adult (teacher, classroom assista nt, pare nt). Some childre n may n eed to be heard daily.Progress is recorded in pupil' s rea(book and teacher' s read ing record file.Library skills introduce throughclass“ BookClub ” to take home and share.ing recordAimsLevel Descripti on

23、sApproach From POSTeach ing StrategiesLevel 3Pupils read a range of texts flue ntly and accurately. They read in depe nden tly, using strategies appropriately to establish meaning. In responding to fiction and non-fiction they show un dersta nding of the main points and express prefere nces. They us

24、e their kno wledge of the alphabet to locate books and find in formati on.Pupils should be in troduced to a wide range of literature and have the opportu nity to read exte nsively for in terest, pleasure and in formati on.Texts should in clude moder n and classic ficti on, modern and classic poetry,

25、 texts from a variety of cultures and traditi ons, myths, lege nds and traditi onal stories.Opportunities should include both independent and shared reading of text by groups of whole class.Susta ined sile nt readi ng - choice from classroom in clud ing non- ficti on.Study skills (research)-choice o

26、f refere neebooks to study and copy in formati on from.Teacher con ti nues to read regularly and to discuss books and to en courage books from home to be read in class.Childre n en couraged to read to class and to listen to others.AimsLevel Descripti onsApproach From POSTeach ing StrategiesLevel 4In

27、 resp onding to a range of texts, pupils showIn crease flue ncy, accuracy and un dersta nding.Letterla nd(ph oni cs),Capitalletters,un dersta nding of sig nifica nt ideas, themes,Discuss, plot, characters, ideas, vocabulary,alphabetical order.eve nts and characters, begi nning to useorga ni sati on

28、of la nguage.Using 100 Com mon Word List.in fere nce and deducti on. They refer to theInferen ce, deducti on and evaluati on.In troducti on to Starspell (cc. I.T.)text when explaining their views. They locateRead for in formati on in books/other sources.Read ing of own work.and use ideas and in form

29、ati on.Adopt appropriate read ing strategies -Read ing with expressi on and un dersta nding.skim ming, sca nning or detailed read ing.Words and Pictures 仃.V.) for sou nd and wordPose questi ons.recog niti on.Disti nguish betwee n fact and opinion.Letterla nd 2 (ph onic ble nds) and vowel digraphs.Ma

30、ke no tes.Using dicti onaryfinding words beg inning withUse dicti on aries, glossaries, thesauri.a certain letter (can sometimes use any bookReprese nt in formati on in differe nt forms.for this activity).Discuss texts with regard to - author, sett ingAlphabetical order2nd letter etc.plot, format.Self correcti on tech ni ques.Should use kno wledge from read ing to developT.V. programme (cc.) to enhance vocabulary.and un dersta nding of structure, vocabulary andIn troducti on to read ing comprehe nsion.grammar of sta ndard En glish.AimsLevel Descripti onsApproach Fr