Approach to Reading
Reading at Tadpole Farm CE Primary Academy
At Tadpole Farm CEPA we aim to develop a passion for reading in your child. Whilst it is important for us to ensure that children can read, it is always important to ensure that children do read. Reading should be fun!
We need to help children to see reading as a integral part of learning for life and not just something which is done either at reading time or at home. We endeavour to teach your child key skills for reading from the moment they join us in Nursery.
Books are easily available in all classroom areas to meet the individual needs of all children. They may need some quiet time, or the opportunity to share the book with a friend. They may need to do some research and prefer to use a book rather than technology or they might like to disappear into another world for five minutes. Whatever the reason a child picks up a book, our school will take every step to help your child develop a love of books and the skills needed to become a confident reader. This is of course an important and active partnership between school and parents where we need your support by encouraging your child and by developing a daily routine of reading together using praise and support at all times. From Reception class all children in KS1 have a reading record which is important for home/ school communication. Staff may use it, for example, to give advice about how to share a particular book. We hope you will use it regularly, for example, to ask any question you have or to let us know how your child responded to a particular book.
Learning to read is an active process. To help children in the process we use a variety of approaches, which are laid down in the scheme of work. One approach is through READING SCHEMES. The main core scheme is the OXFORD READING TREE, which is well supplemented with other schemes.
Reading schemes provide children with:
Young readers need structure to support their early experiences with books. The advantage of schemes is:
Phonics teaching begins in Nursery with both discrete teaching and continuous provision in a stimulating environment that offers many opportunities to develop speaking and listening skills and the muscles necessary in writing. The class teacher follows the seven aspects of Phase One, teaching the children listening skills, rhymes and the ability to recognise and create rhythms. Every day the teachers use Write Dance to help the children develop both their listening and early writing skills. The children listen to music and learn to identify different instruments and the kind of sounds they make, then move to the music in a way that strengthens core muscles and begins to create writing patterns. Twice a week the children are divided into smaller groups where they have a ten minute session in which they will be taught early phonics as a foundation for reading and writing. As the children progress they may begin to learn to read and recognise the first few letter sounds in Phase Two.
In introducing the Scheme teachers
KS1 and KS2
At Tadpole Farm, we see the classroom as a literate environment, each area of the classroom having a reading perspective - displays of books, labels, posters, children's writing all helping children to make the links between their ability to read and the ways in which reading can help to get inside other subjects and activities. We plan time for: children to read as a group; time to look at books; listen to stories; read and research; listen to children read.
The activities children are involved in focus on:
Generally in school, we like children to read aloud and this can get a little frustrating for them as they become more competent readers. However, it is the best way for the teacher to find out how your child is getting on. It lets the teacher know what help your child needs or what they should learn next. It also means that the teacher can help your child to read with expression and fluency. As children get older the amount of quiet reading they do will grow and they won't read aloud to their teacher as often, although they will be expected to answer questions that show their comprehension of a text.
Parents have an important role to play in helping their children to become better readers and to enjoy reading. By sharing books with your children you are their first teacher. Children who read at home will be helped in their progress and their development.
Hearing children read is essential to reading development and at Tadpole Farm we actively encourage you to listen to your child at least five times a week. Part of the importance of this activity is the opportunity it provides for a child to enjoy the uninterrupted time and the attention of an adult. Since such an activity is very precious, it needs to be used so children really benefit from the experience. Don;t rush to correct your child because reading every word correctly is by no means essential. Always let a child carry on when it still makes sense. If a mistake does not make sense, stop and ask him/her to think again - always encourage self -correction.
If a child is not able to read a word at all: - first of all suggest reading to the end of a sentence and then returning to the unknown word. It is sometimes possible to guess correctly what fits in, especially if you use the pictures as clues. It will also help to tell him/her the beginning sounds but if they are still struggling it is important to tell him/her the word and re - read the whole sentence.
It is helpful for children to read their reading book more than once. After this, children should be able to retell the story, talk about the characters and give opinions as well as read isolated words and find specific key words within the text.
We hold a parent workshop at the beginning of each year which is open to all parents of Foundation Stage children which introduces the theory behind phonics teaching and helps you to support your child at home.