The following reading schemes are used across all Key Stages at Coleridge Primary School:
- Big Cat Collins
- Oxford Reading Tree
At Coleridge Primary School, daily twenty minute phonics sessions are taught in F2 and Key Stage One. By the end of Year 1, it is our expectation that all children will have been taught the skills needed to enable them to read widely and with fluency and that they will use their blending and segmenting skills to help them tackle unfamiliar words.
- Phonics sessions are planned systematically and are pitched and paced effectively. Sessions follow a rigorous four part structure of: revisit, teach, practise and apply and reflect the Letters and Sounds phases. Elements of Jolly Phonics, such as the actions and songs, are also used to support Letters and Sounds.
- Classrooms and other learning spaces are rich in print.
- Current sounds being taught are in the environment, to scaffold learning and ensure that the children can embed the sounds that they have been taught.
- Phonics activities take place in and outside the classroom.
- Classroom environments are carefully planned to allow for rich and focussed phonic sessions.
- Teaching Assistants are trained to deliver small group phonics and phonic interventions alongside the class teacher.
- Children are constantly reinforced with the six key strategies for decoding; look at the whole word, if a tricky word just say it, look for any digraphs, trigraphs or split digraphs, place the sound buttons on, blend the word, say the word. These are displayed in the classroom and recapped during every phonics session.
Children in F1 and new to school are given a book bag on entry to school with a reading diary. All children have access to home reader books appropriate to their colour reading level which they change on a daily basis within their classroom. Reward schemes are set up in each classroom to encourage children to read for at least 5 minutes every night. This also forms part of the homework policy.
From Foundation Stage 2, children will have at least one class reading session each week. Children are grouped according to their reading ability and the text is carefully chosen to match their colour band and objective. These sessions are led by a teacher or teaching assistant. These sessions will be used to develop the children’s comprehension. Children have guided reading books to record their responses to the text, answer specific comprehension questions related to the text or to complete pre or post reading activities planned for by the class teacher.
Guided Reading will be used to:
- Model explicit reading behaviours and skills.
- Maintain good pace and effective questioning.
- Model the use of accurate vocabulary
- Engage the children in challenging differentiated activities using a range of resources.
Children will be given the opportunity to read independently in order to:
- Foster an enjoyment of reading.
- Broaden their vocabulary.
- Broaden their knowledge of books and authors.
- Support their understanding and knowledge of topic work.
- Develop their research skills.