Docking Primary School & Nursery



INCA JAY DOCKING

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Reading 2019

Reading is the key priority in the Inca Jays. Each week we aim to dedicate the following time to a variety of activities which develop skills and promote a love of reading.

Home reading / in school reading of home book 15 mins

Phonics 125 mins

Shared reading 40 mins (in addition to literacy session and other subjects)

Library 30 mins

Daily reading time 100 mins

5 hours 10 mins minimum

Home reading

Children have a home reading book & tricky words list (if not all known)

Books are changed as soon as children put them onto the shelf to show they need changing- if possible we get the child to choose one from their book band box or off the free choice shelf.

Pink and red books are not as phonetic as we would like however children on these levels are often sent home with books selected to target their 'missing gaps' in phonics (borrowed from Curlews – thanks!).

Children read their home reading book & word cards at least once a week to an adult in school to keep a track of it and so we can move them up a band / phase of words when ready. We also have target readers who we hear on their books up to 4 times a week. These children change as required throughout the year.

Home reading band and phase of tricky words are recorded in a class folder.

We have 2 experienced volunteers from the local community who hear readers weekly.

Phonics

We have 5 phonics sessions approx 25 min each week. During these sessions staff keep a record of sounds known/not on a class sheet (phonics play) so problem sounds can be added into games to address gaps.

Children working on phases 2-5 are also tracked following the pack which was started in reception. We use this to group and identify individual gaps – when these occur we sometimes send cards home or run short intervention sessions pm. We update the tracker once a term with the alternate half term being assessed on a past screening paper.

Our year 2 resits join in the phase 4/5 daily sessions and form part of our project x code interventions

For our less able year 1s we ensure our guided reading sessions are based around the song bird books and include a sound checker activity etc

Individual pm sessions happen to help individual children with a specific block – e.g. blending

For year 2s who passed the screening but are still unsure on e.g. alternates we ensure their guided reading sessions are based on key sound texts.

We use phonics buddies system during the summer term for children who need a little more individual practice with certain sounds. Buddies are from the Nightingale class and are overseen by a TA.

Shared reading

Each week we read a book selected from the 100 books for KS1 and together work on an activity card. This encourages children to try the cards during their own free choice reading time. We also have a longer class read which I read to the children for 10 min at the end of most days (usually 4/5). The books read as a class go to fill up Miss Chell – stuck on our door!

Library

We have a set day for library time during which children change their books and have reading time.

Daily reading time

Monday – Thursday we have 25 min dedicated reading time before lunch. During this time children are in groups of a similar ability. During these sessions they rotate round the following activities

Free choice – they use the reading area where topic,100 reads and some big books are. There is also the reading den which they can use. Activity cards are available.

Guided reading with an adult – this is tracked using the twinkle group record sheets

Activity related to the book read with an adult – these range from comprehension sheets to retelling a story using stick puppets

During this time we also run project x sessions and comprehension extension sessions

Project x is 4 times a week and is aimed at Summer term year 1s onwards. We identify groups as required sometimes having 1 or 2 groups running.

Comprehension extension is aimed at the higher ability year 2s

Year 2 comprehension focus session

These are 40 min once a week sessions which happen during the second half of the Spring term (when the year 1s go swimming). The aim is to develop written comprehension skills on SAT style papers and build stamina/independence.

Assessment

A summary judgement for reading is made termly by combining the aspects above to inform. This is entered onto Integris. Year1 has the phonics screening in June and Y2 the SAT reading tests and TA judgements against the interim standards. These are moderated internally within the federation and by attending cluster/county led moderation meetings.

Result Summary – from 16/17 onwards as prior to this Kingfishers 1&2 /Inca Jays 2&3 so the above was not implemented.

2017/18 Phonics Year 1 13/16 Year 2 0/0

Y2 Reading progress met 16/16 exceeded 9/16 (pupil asset)

2018/19 Phonics Year 1 12/16 Year 2 3/3

Y2 Reading progress met 16/16 exceeded 5/16 (EYFS judgements)

Greater depth – 2017/18 EYFS 2 Year 2 4

2018/19 EYFS 0 Year 2 3

Links to Early Learning Goals

Communication and Language - Listening and Attention

Children listen attentively in a range of situations.

They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions.

Communication and Language – Understanding

Children follow instructions involving several ideas or actions.

They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

Literacy – Reading

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.

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