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Reading at Snape Wood

Reading at Snape Wood

At Snape Wood, We believe that reading should be at the heart of all learning. Regular reading is strongly encouraged at our school and our pupils are given the opportunity to read in a number of different ways. See below for more information.

 

 

English Lessons with a reading focus…

Talk for Writing

As a school, we follow the Talk for Writing approach; however, we have adapted this slightly in order to meet the needs of all our pupils. This approach enables children to read and write independently for a variety of audiences and purposes within different subjects. A key feature is that children internalise the language structures needed to write through ‘talking the text’, as well as close reading. The approach moves from dependence towards independence, with the teacher using shared and guided teaching to develop the ability in children to write creatively and powerfully. We have developed a Talk for Writing structure to ensure consistency within English lessons across school.

 

Wednesday Afternoon and Thursday Morning Book Club…

We are hosting an early morning book club on Wednesday mornings, in which pupils and parents/ carers are warmly invited to come along and read a variety of books together. This gives parents and carers the opportunity to hear their children read and to share a love of reading with them.

 

Weekly Reading Assemblies…

Most Wednesday mornings, we have an assembly dedicated to reading. We have already celebrated Roald Dahl’s birthday on the 13th September with a special assembly! In future assemblies, it is hoped that we will have the children reading and performing activities relating to their favourite author’s books, as well as giving our staff the opportunity to participate, too!

 

Shared Reading sessions and Reading Interventions every day…

Every class has a dedicated reading session every day. During this time, classes across the school have the opportunity to take part in a variety of reading schemes to promote inference, comprehension and deduction skills in reading. Currently, the following interventions are available at Snape Wood Primary:

 

Key Stage One

 

Phonics: Any children not meeting age-related expectations need additional phonic sessions. Where phonics is taught as a whole class, any children who are falling behind within the session must be given an additional phonics session. This intervention must follow the phonics lesson structure as detailed in the Phonics and Early Reading Policy. The decodable book assessments may be used to identify gaps in sounds and barriers to decoding. This must inform the basis of the intervention. In addition, the letters and sounds interventions, such as: mix it, oral blending and GPC grid must be used daily for these children and tracked on the intervention grid.

 

Code: Any children who do not pass the phonics screening check in year one will receive a daily CODE intervention. This will focus on their decoding skills, as well as basic comprehension. This is monitored every half term and assessments are in place to track pupil progress.

 

One to One Reading: Staff must listen to each individual child read at least once a week. The bottom 20% of each class and pupil premium children are a priority. Staff must record this on their class tick sheet as well as in the child’s reading diary.

 

Key Stage Two

 

Shared Reading with targeted Boosting support – A whole-class programme for children who do not have a specific reading intervention. In these sessions, children will have the opportunity to read and answer questions about a variety of books, use pictures and other texts to infer meaning, and finally, practice their comprehension skills through test-based questioning.

 

Lifeboat: This intervention scheme is targeted for children in KS2 who did not pass their phonics screening test in year two. This intervention is to support the children with their basic reading skills, spelling or for children with dyslexia. A starting assessment is carried out to identify which book the child needs to start on. There is a progression of learning with this scheme and the children follow the lessons in each book until they complete the end of book ten. Each child within this intervention must have their own folder, all work that they complete must be stored in this folder.

 

One to One Reading: Staff must listen to each individual child read at least once a week. The bottom 20% of each class and pupil premium children are a priority. Staff must record this on their class tick sheet as well as in the child’s reading diary.

 

 

DEAR (Drop Everything And Read!)…

Every day, for 15 minutes, every class has a dedicated 15 minute-portion of the day in which they ‘drop everything’, pick up a book and get reading! This includes the staff, too. Please check back soon for photos of our pupils and staff ‘caught in the act’ of enjoying a good book!

 

Reading Allowed…

Reading allowed is a programme, run by trained year 5 and 6 pupils, to promote a love of reading with our younger readers in the school. Sessions will be running three times a week during the school day, in which the older children will buddy up with the younger children to encourage them to enjoy a good book or three!

 

And more…

Watch this space for more Remarkable Reading events coming soon!

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