Reading and Phonics
At Walworth School we aim to provide well-structured resources and programmes to support our practice. We continue to adopt a consistent approach in developing a reading scheme in which children can enjoy, develop phonological skills, show progress and feel safe when challenged with something they may find stressful.
These approaches are acknowledged by:-
Shared Reading
Shared reading takes place within the Literacy lesson; the teacher models the reading process to the whole class as an expert reader, providing a high level of support. Teaching objectives are pre-planned and sessions are characterised by explicit teaching of specific reading strategies, oral response and high levels of collaboration. The children join in, where appropriate with the reading of the text. The texts selected are quality texts that reflect the teaching objectives.
Guided Reading
Guided reading takes place as part of a guided session at least once within a unit of work. During guided reading the responsibility for reading shifts to the learner. Guided reading takes place with a small group of children, of similar ability. During a guided reading session the children read and respond to challenging text with the teacher or teaching assistant supporting. Texts are chosen and matched to the reading ability of the group. It is intended that guided reading provides a forum group for children to demonstrate what they have learned about reading and to further develop and extend their reading and comprehension skills.
Individual Reading
The majority of the children at Walworth struggle with reading and are not at the expected level for their age. As a result of this the children have access to graded books from the Rapid Reading Scheme, to support the development of their individual reading skills. Children start the reading scheme and continue on this scheme until they become competent independent readers. Independent readers can then choose from a wide variety of books, which are published in a Dyslexia Friendly Format.
Additional to this, it is recognised that reading is not restricted to the Literacy Hour. Many opportunities are provided for children to practise and extend their reading in other subjects. Reading for pleasure and enjoyment is given a high priority and sufficient time is set aside for this. For example teachers also read a class novel or short story on a regular basis as part of a ‘story time’ session.
For more detailed information please see our Literacy Policy (Appendix 1)
Rapid Phonics Intervention
Following a whole school staff meeting, it was decided that an additional intervention reading programme was needed to support the teaching and learning of children who were seen as in need of phonic intervention. As a result of this meeting Rapid Phonic was purchased under the governments match funding scheme. This method hs been proven to be highly successful for all learners, including those with potential barriers to learning such as dyslexia and having English as an alternative language.
Rapid Phonics Snappy Lessons are designed to make phonics catch-up sessions quick, memorable and fun. They are filled with games and actions that help children remember reading and spelling strategies they can take back to the classroom. Supportive lesson notes are issued to each class group and assessment guidance helps monitor and plan children’s next steps.
Decodable readers
All 56 titles are decodable text and there are 56, finely levelled and with a range of fiction and non-fiction, these are an excellent way to practise decoding skills and comprehension too.
An e-book for every printed book
Each of the 56 Rapid Phonic books are available as an ebook. This online resource can be assessed anytime, anywhere, creating great opportunities for children to read at home and increase their confidence and fluency. This school has purchased the e-licence and passwords have been provided for each class group.
