Reading

Reading at Craven Primary Academy

We pride ourselves on Craven being a reading school and therefore it has a very high priority in school.

We have just refurbished our library and invested in over £5000’s worth of books. Our philosophy is that no child should leave our school without being able to read.

We award children who read at home with ‘regular reading’ awards. They are recognised weekly in our merit assemblies with book marks and everywhere around school you will see encouragement for reading.

Phonics begins at Craven as soon as the children begin in our Foundation stage with ‘Letters and Sounds’ from phase 1.

We provide daily speaking and listening activities that are well matched to children’s developing abilities and interests. These activities draw upon observations and assessments to plan for progression and identify children who need additional support, for example to discriminate and produce the sounds of speech.

We use ‘Letters and Sounds’ in order that by the end of key stage 1, children are fluent word readers and have a good foundation in spelling.

This scheme continues throughout school until the child is a confident reader.

We have also recently bought the ‘Phonics Bug scheme’ which will provide e- learning for the children and parents who wish to do more at home as it provides books online to support reading progression.

We currently use ‘Rigby Star’ as our home reading and guided reading scheme.

Rigby is a scheme built specifically for guided reading with rich multi-layered stories and non-fiction texts by top quality authors and illustrators. We support our guided reading sessions with Rigby home readers.

Rigby reading continues throughout school and once a child reaches KS2 the books are levelled on the back which ensures Parents and Carers know the current reading level for their child.

To support our guided reading sessions we also use Reciprocal reading –

Reciprocal reading refers to an instructional activity in which children become the teacher in small group reading sessions. Teachers model, then help students learn to guide group discussions using four strategies: summarising, question generating, clarifying, and predicting. Once students have learned the strategies, they take turns assuming the role of teacher in leading a dialogue about what has been read. This is proving very popular with the children and their understanding of what is being read has improved greatly. We are now introducing this in our FS 2 where children are predicting and clarifying new words found in their books.