Reading at Alexander McLeod
Please note that the information on this page will be updated in September for the academic year 2021-2022. Watch this space for some very exciting changes!
- Teachers carefully selecting their 'class read' and ensure that children are provided with a range of literature such as fiction, non-fiction and poetry.
- Sharing what we, as the adults, are reading at home.
- Regular, age- appropriate recommendations in class through discussions with class teachers and during guided reading. Children in Upper Key Stage Two can share recommendations in a variety of ways, including a reading review display.
- Access to high quality, diverse books in a range of genres in a range of reading areas such as book corners, corridor libraries, our new suite and outdoor reading shed in EYFS
- Making time to discuss literature through story time and guided reading.
- Reading picnics with only one rule- enjoy yourself! Children may choose to read in a group, with the teacher or alone and upside down if they choose, as long as they're reading or discussing books/poems etc.
- Multisensory story telling sessions with authors
- Developing reading relationships with Greenwich University
- Reading assemblies
- In KS2, our resident author and teacher Mr Dickinson, creates stories that are led by the children. Each week a new chapter is shared, and the children can see how small , simple ideas can form deep, engaging stories. We are currently still having these assemblies however they are pre-recorded and ideas are shared with Mr Dickinson via post it notes.
You can find some of Mr Dickinson's previous stories on Amazon by following the link below.
In EYFS and KS1, we use the Big Cat Collins fully decodable reading books to support our children in developing their earliest decoding skills. These books link directly with the Letter and Sound sequence that we use to deliver phonics.
EYFS and KS1 children will read with their teacher on a 1:1 basis at least once a week. This time will be spent focusing on the decoding and blending aspect of reading initially and the teacher will incorporate a range of skills to support your child to understand the books as a whole. This may be using the pictures to decode larger words, for example seeing a picture of an elephant and using this to understand that the words say elephant. The children will also take part in a whole class Story Session where they will study a book and orally develop comprehension skills.
KS2 children will take part in class reading sessions where teachers will support reading skills collectively and ensure needs are also met individually. This is done through differentiated support and questioning.
Story time is an essential part of school life. It is during this time that we can nurture a love of reading and create meaningful experiences and discussions together. We aim to deliver these sessions daily for a minimum of 15 minutes.
- read for pleasure as well as study
- read a wide range, including media and online texts and texts from a variety of cultures and traditions
- develop the ability to understand layers of meaning
- learn to respond critically to what they read
- explore meanings of text through drama
- promote a love of reading by modelling engagement with a variety of texts
- equip children with the skills they need to read with literal and inferential understanding
- introduce children to texts that capture their imagination and encourage critical thinking (having a good knowledge of children’s literature)
- provide a range of meaningful opportunities for children to engage with texts
- aim to provide children with a bedtime story to allow time to enjoy a book together.
Reception and Key Stage One:
Children should read with a parent or carer every day at home. This should be recorded in their Reading Diary, which should be checked weekly by an adult in school. The books that children take home are chosen to support their level of development and to support their
Key Stage Two:
Children should read independently every day at home, and with a parent or carer at least twice a week. This should be recorded in their Reading Diary, which will be checked regularly by adult in school. Children are taught how to select appropriate texts for their level of understanding, and this is monitored by adults in school.