How We teach Reading and Phonics
Reading At Overseal Primary
At Overseal Primary we have a wide range of approaches to teaching reading. We want all our children to be fluent readers who leave us with a high level of reading and comprehension skills. However, we also want to foster a love and enjoyment of reading and to encourage children to experience texts form a wide range of genres and authors.
School Reading Scheme.
We use two main schemes across the school. These are Oxford Reading Tree and Collins Big Cat. These schemes complement each other and ensure children are exposed to a wide range of different texts. Children progress through these schemes as they move through the school and we expect them to read these at home as well as in school.
All classes from Year 1 upwards will also have group reading texts. These are selected based on the needs and ability of the group. In Key Stage 1 they are often shorter texts which may be read in one session. By Key Stage 2, the texts will be read over a longer period of time. We use guided reading sessions to ask children targeted questions which enable us to make regular assessments of their reading progress.
Library Books and Free Readers
All classrooms have a variety of books targeted at the specific age of the children in the class. We also have a well-stocked school library which is regularly updated.
We also have audio books and units in all classes to encourage children to enjoy
listening to stories.
We follow the Letters and Sounds phonics scheme across EYFS and Key stage 1. All children have a daily phonics session to teach and embed skills.
We assess children regularly on their phonetic knowledge and provide phonics intervention groups for any children who need some extra support - For example FFT Wave 3 intervention.
In key stage 2, we use the CODE scheme to support children who still need a bit of extra help with their phonics skills.
Sometimes, for whatever reason, children may need a bit of extra support with their reading. We provide this support in a variety of weays e.g. extra reading sessions, focussed reading comprehension work or the Boosting Reading programme. This year we are also trialling the Accelerated Reader scheme and having whole staff training on Inference Intervention which we will put in place after