At Rosherville, we believe that reading is at the centre of learning. We strive for children to learn to love books through daily storytelling sessions.
Children are encouraged to read a wide variety of genres. They have access to this through a well-resourced and modern reading scheme which they read at home with parents and also in school with staff and trained reading volunteers.
We intend that our pupils will be independent and reflective readers who can read fluently and with meaning. We aim that children use a variety of reading skills to enable them to access all other areas of learning.
As children’s reading develops at different rates, teaching is tailored to each child and their ability. Children will read daily in classroom, either in shared reading, one to one reading or guided reading groups. Children are encouraged to read a range of books in school and at home and communication between staff and parents is encouraged.
Scroll to the bottom of this page for more information on how we celebrate reading and for top tips to help your child with reading.
Reading at Rosherville
At Rosherville, we strive to teach children to read effectively and quickly using the Read Write Inc. Phonics programme (RWI) which includes teaching synthetic phonics, sight vocabulary, decoding and encoding words as well as spelling and accurate letter formation.
We passionately believe that teaching children to read and write independently, as quickly as possible, is one of the core purposes of a primary school. These fundamental skills not only hold the keys to the rest of the curriculum but also have a huge impact on children’s self-esteem and future life chances. Using the RWI phonics program we teach children to:
- read easily, fluently and with good understanding
- develop the habit of reading widely and often, for both pleasure and information
- write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
When children start in Reception, they will be reading books chosen to be suitable by their class teacher and as their reading develops they will move up through the colour bands. We believe that reading is at the centre of learning so have high expectations of children reading at home. We expect that children will read every day for at least ten minutes. In Butterfly and Bumblebee Class the children will also be heard regularly by their class teacher and teaching assistant.
The class teacher will decide when it is appropriate for the children to start using Accelerated Reader. A child needs to have some fluency in their reading as this programme does not help children learn to read – it consolidates their learning and promotes reading comprehension rather than decoding and word reading skills.
Accelerated Reader is a computer program that helps teachers manage and monitor children’s independent reading practice. Children, with the support of their class teacher picks a book at their own level and reads it at their own pace. When finished, the children take a short quiz on the computer or IPAD. (Passing the quiz is an indication that the child understood what was read.) AR gives children and teachers feedback based on the quiz results, which the teacher then uses to help the children set goals and direct ongoing reading practice. Children using AR choose their own books to read within their reading level, rather than having one assigned to them. This makes reading a much more enjoyable experience as they can choose books that are interesting to them. Teachers help the children choose books at an appropriate readability level that are challenging without being frustrating, ensuring that the children can pass the quiz and experience success. If a child does not do well on the quiz, the teacher may help them choose another book that is more appropriate or ask more probing questions as they read and before they take their next quiz. In most cases, children really enjoy taking the quizzes. Since they’re reading books at their reading and interest levels, they are likely to be successful. This is satisfying for most children. Best of all, they learn and grow at their own pace.
How long should children read for?
According to research, children who read at least 35 minutes a day (at home and school) with a 90% comprehension rate (average percent correct) on AR quizzes see the greatest gains. Therefore, your child should have at least 35 minutes set aside for reading during each day. All children that are on the AR programme will be given 20 minutes reading time at school every day where the children will have the chance to read their book independently or to a member of staff and have the opportunity to quiz. We would then expect all children to read at home for at least 15 minutes every day.
Guided Reading is the method used to teach groups of children to become fluent in reading, decoding and comprehension skills, including inference and deduction. Guided Reading is principally the class teachers’ responsibility and must be planned and evaluated for all children by the class teacher. However other trained adults can also lead guided reading sessions. Guided Reading is supported by a variety of texts. We believe that a best practice model for Guided Reading would be one in which teachers choose to focus upon texts that match the topic being studied. A range of genres such as fact, fiction, poetry, newspapers and leaflets should be used.
We believe that guided reading should be an opportunity to teach and develop reading skills in greater depth; an opportunity for modelling, in depth questioning, ideally to include open questions, rich discussion and justifying and evidencing views and opinions.
Being read aloud to is one of life’s simple pleasures.
At Rosherville every class from Reception to Year 6 enjoys daily story time where their class teacher shares high quality children’s literature with their class. We believe that daily story time encourages reading for pleasure as a lifelong habit
Reading Events at Rosherville
At Rosherville, we love celebrating books!
We love celebrating reading, writing and listening to stories!
World Book Day – Thursday 4th March 2021
This year the whole school will be reading one book, Flotsam by David Wiesner. We will all be exploring this wonderful, wordless picture book in different ways and producing some fantastic writing as well as doing some interesting and exciting work in the other areas of the curriculum. This book will help us all to tackle one our curriculum themes, global responsibility so we would like the children to all make their own World Book Day costumes from recycled plastics and other materials. They could make their own sea creature or any other costume they like. We also be having a Readathon over 2 weeks, starting on World Book Day where we will be challenging the children to read for at least 10 minutes at home every day, they will each have their own online reading tracker where they can track how long they have read each day and these minutes will be added to our whole school total. Our target is to read for 16,800 minutes over the two week Readathon.
It is our vision that every child will learn to write by being given real and exciting materials and opportunities. We will share excellent writing to inspire children to emulate styles. We encourage children to read their work for enjoyment, to read it aloud to others and provide audiences for writing. We want children to have an understanding that writing has a real purpose and that word choice and style can bring about change.
Talk 4 for Writing
This year we have started to develop a powerful and effective approach to teaching writing based on Pie Corbett’s ‘Talk for Writing’. Our aim is to empower children as readers and writers, to inspire a lifelong love of reading and learning by choosing high quality children’s literature.
At Rosherville, Talk for Writing begins in Reception and continues right through to Year 6. Children gradually build up a bank of stories and non-fiction text types so that over time they can tell (and write) imaginative and exciting stories and confidently instruct, argue, discuss, explain, inform and persuade. Children build up an internal bank of language that they can use to create their own versions of stories and texts.
Talk for Writing lessons at Rosherville are lively, multi-sensory and inclusive for all. Everyone joins in and can succeed. The first stage (imitation) is to learn stories and texts really well. We do this by mapping them out using pictures and symbols. We use drama, music and ICT to bring the stories and texts to life. They can then be developed through innovation (changing characters, altering the setting, adding in extra events or changing the ending). Through imitation and innovation the children are then able to invent their own stories or versions.
As teachers we love Talk for Writing because we have seen the difference it can make to children’s learning – it gives them the confidence and ability to write knowledgeably for a range of different purposes.
We firmly believe that good spelling is an essential skill which allows the children to communicate their understanding in all curriculum subjects. In order for pupils to develop into effective and confident writers they need to develop and use a range of effective spelling strategies. By providing the children with a range of strategies we equip them with the independence to attempt spellings before asking for adult help.
We particularly want the children to develop a love of language and the confidence to spell more challenging and ambitious words. In allowing them opportunities to develop a rich and exciting vocabulary, we are enabling them to become effective communicators.