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Reading at Stisted

Brilliant Reads for Reception

Reading

Our aim is to help every child become a confident fluent reader and for them to recognise the importance of reading for pleasure and for meaning. We have adopted a systematic synthetic phonic teaching programme that recognises the importance of pre-reading skills as well as an awareness that some children may require an additional orthographic level phonics approach to aid fluency.

 

The Reading Curriculum

Our reading curriculum identifies all the composite skills and conceptual understanding children need to be an effective reader. These composites skills and understanding come directly from the National Curriculum.

 

Our definition of skills is the application of key knowledge in the correct order and sequence. This means skills or complex tasks or processes are the by-product of knowledge acquisition.

 

The knowledge and the progression of knowledge children need to acquire reading skills is planned into our reading curriculum.

 

For example, children first learn the sound each letter shape makes before learning that blending these sounds together to form words. This is knowledge. The process or skill of reading is applying this knowledge. This requires practise until it becomes automatic.

 

The knowledge children need to be an effective reader has been carefully mapped out and can be download from a link below.

 

Systematic Synthetic Phonics
Phonics is a method of teaching children to read by correlating sounds with alphabetic symbols.

 

The teaching programme we use is Twinkl. This is an accredited Systematic Synthetic Phonic (SSP) teaching approach approved by the Department of Education.


Children learn the skill of segmentation. This means separating a whole word into corresponding units of sound/graphemes. This assists with early spelling and writing.

 

English is a complex language and not all words are spelt how they are pronounced so we teach a few 'tricky' words such as the, was and to by sight so that children can be introduced to books they can read.


To help children remember and learn specific phonemes and graphemes we may introduce an action, visual trigger or rhyme. 

 

Key reading comprehension skills

 

There are 4 main comprehension reading skills. These are: 
•    Retrieval
•    Deduction
•    Inference
•    Interpreting authorial techniques

 

Retrieval 
This is the ability where to find, interpret and understand literal information.

 

Deduction  
This is the ability to use logic and reasoning to deduce further or implied information.

For example, if Sally is wearing a yellow jumper and Poppy is wearing the same colour of jumper as Sally, we can deduce Poppy must be wearing a yellow jumper. The answer is certain. 


Inference 
This is the ability to assume further information from the facts presented although it is not certain. It is probable but more like an educated guess. It must however be based on textual evidence.


For example, if Sally always seems to wear a yellow jumper on Monday and today is Sunday. We can infer that Sally is most likely to wear a yellow jumper tomorrow. It is not certain but the inference has some basis. 


Interpreting authorial techniques and literary devices
This is the ability to gain a closer understanding to an author’s intentions by interpreting their careful word choice or the way the text is presented.

Authors use a range of authorial techniques or language devices to steer and influence a reader either to give greater clarity, emphasis or paint a picture in the mind’s eye of the reader e.g. a flashback, personification, metaphor, alliteration, use of italics, bold print, subheadings, bullet points etc.


For example, if the writer writes that the car roared like a like lion, the purpose is to give the reader the impression or image that the car is a powerful noisy car by comparing with a lion with similar qualities. 

 

Reading for meaning

Children are taught to read for meaning from the outset through discussion, planned activities and questioning.  The quality of questioning and the ability of the teacher to guide readers to seek and interpret clues and search for meaning beyond the literal is critical otherwise children may continue to read texts at a superficial level and not understand what the author intended to convey. 


Questioning is used to explore complex ideas, to get to the truth of things, to open up issues and problems, to uncover assumptions, to analyse concepts, to distinguish what we know from what we do not know, to follow out logical consequences of thought or to control discussions. 

 

 

HOMEWORK 

At Stisted we have a four reads policy. We ask that the children read at home with an adult at least 4 times a week to support their reading knowledge and skill and to help develop their love of reading. 

 

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