READING

AIMS

For children to;

  • To read easily, fluently and effortlessly, with good understanding.
  •  To develop the habit of reading widely and often, both for pleasure and information.
  •  To develop a wide vocabulary, an understanding of grammar and knowledge of how the English language works for reading, writing and spoken language.
  •  To appreciate our rich and varied literary heritage.

APPROACH

We use the Read Write Inc approach to teach word reading through phonics across the school.

 

We teach:

  • knowledge of the letters and their associated sounds (the alphabetic code)
  • the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words (HFW)
  • the ability to read words that do not follow the alphabetic code (tricky/yellow words)

If you would like to know more,  there are lots of videos on this page:  https://www.ruthmiskin.com/parents/

Comprehension / Talk for Reading

Pupils experience a range of activities in classes, groups or individually to develop:

  • the ability to process text, drawing on knowledge of vocabulary, word meanings and grammar, and their own knowledge of the world.
  • matching reading with what they already know, making links within and across texts.
  • identifying themes - asking and answering questions.
  • retrieving, inferring and deducing from texts.
  • awareness of the author: how they have used a point of view, the language and/or types of words, how they have set out the text, what the context is.
  • empathy and understanding – putting themselves ‘in someone else’s shoes’.

Fun Reading

As well as pupils hearing and enjoying a good book every day, we have regular cross curricular theme days, WOW days and longer projects for reading including:

  • Specific reading focussed days such as World Book Day.
  • ‘Author Weeks’ organised by the local authority ‘Whatever it takes’ (WIT) partnership, where a published author visits school and presents their work to our pupils.
  • WIT also help us to run the Year 2 ‘Our Best Picture Book’ awards with votes cast by pupils and the Year 1 ‘Our Brilliant Book Club’.
  • Visits to the local library and visits from the librarian.
  • Supporting library activities such as story telling sessions and the summer reading challenge.
  • School Book Fair week.
  • The fun Reading Round About session where pupils choose a book from a choice and go somewhere different to hear it in a story session.

OUR READING SPINE

 Catherine Infant English Curriculum Narrative Books

These books are studied for reading and writing and also are read for fun!

    Learning Cycle 1 Learning Cycle 2 Learning Cycle 3 Learning Cycle 4 Learning Cycle 5
Nursery

 Talk for Writing

Brown Bear, Brown Bear, What Do You See?

Mr Wiggle and Mr Waggle

The Little Red Hen

Stuck in The Mud

Squeaky Story

The Three Billy Goats Gruff

 Talk for Reading

 

 

Dear Zoo  

Umbrella by Ingrid & Dieter Schubert Color (Poetry)

 

Wow Said the Owl

Owl Bat Bat Owl 

 Reading Spine

Hug

We’re Going On A Bear Hunt

Brown Bear

Rosie’s Walk

The Train Ride

Where’s Spot?

The Very Hungry Caterpillar

Hairy Maclary

Come On Daisy

Jasper’s Beanstalk

You Choose

Dear Zoo

Additional Texts:

The Three Little Pigs

Goldilocks And The Three Bears

See You Later Alligator

I Am A Tiger

Reception

 Talk for Writing

The Gingerbread Man

Baby Mouse

Sleepy Bumble Bee

Jack And The Beanstalk

Farmer Duck

The Kiss That Missed 

 Talk for Reading

Color (Poetry)

 

The Rainbow Fish

A Dark, Dark Tale

 

Good Little Wolf 

 

Wild 

 

 

Float 

 

Pip and Egg

 Reading Spine

Handa’s Surprise

Goodnight Moon

Whatever Next

Owl Babies

The Gruffalo

Mrs Armitage On Wheels

Six Dinner Sid

On The Way Home

Farmer Duck

Shhh!

Mr Gumpy’s Outing

The Gruffalo

Additional Texts:

Rain Before Rainbows

Clean Up

Oi Frog!

You Choose Fairy Tales

Billy And The Beast

Little Red Riding Hood

Year 1

 Talk for Writing

The Enormous Turnip

How to Catch A Star

How To Catch A Fairy (Non-Fiction)

Handa’s Surprise

Amazing Antelope (Non-Fiction)

No Bot, The Robot with No Bottom

The Storm Whale

 Talk for Reading

Hurt No Living Thing

 

Hansel and Gretal 

 

Last

 

Beegu

 

On Sudden Hill

 

Lizzie and the Cloud 

It Fell from the Sky

 Reading Spine

Peace at Last

Avocado Baby

Can’t You Sleep Little Bear?

Lost and Found

Cops and Robbers

Elmer

The Elephant and The Bad Baby

The Tiger Who Came To Tea

Dogger

Beegu

The Invisible

Where The Wild Things Are

Additional Texts:

Dave And The Tooth Fairy                                  The Go-Away Bird

Good Little Wolf                                                   On Sudden Hill

The Invisible                                                          Cinderella

Year 2

 Talk for Writing

Meerkat Mail

Supertato Bob’s Best Ever Friend

The Owl Who Was Afraid of the Dark

George and The Dragon

How To Trap A Dragon 

 Talk for Reading

Overheard on a Salt Marsh (Poetry)

 

The Secret Sky Garden by Linda Sarah 

 

Mole in a Black and White Hole

 

The New Girl 

 

Fantastic Mr Fox 

Extract (Chapter 3):

 

 

The Night Gardener

 

Barnabus Project 

 Reading Spine

Not Now, Bernard

Pumpkin Soup

Mr Penguin and The Lost Treasure

The Bear And The Piano

Traction Man

Who’s Afraid of the Big Bad Book?

Tuesday

Flat Stanley

Fantastic Mr Fox

The Barnabus Project

Amazing Grace

Frog and Toad Together

Gorilla

Dr Xargle’s Book Of Earthlets

Emily Brown and The Thing

The Hodgeheg

Waiting For Wolf

The Giraffe and The Pelly and Me

Additional Texts:

Ellie And The Cat                                           Willow Wild Thing And The Swamp Monster

Gaspard The Fox                                           Once Upon A Tune        

The Last Wolf

HOME READING

We encourage parents, siblings and close relatives to read with children. Pupils know that they are expected to read at home as often as they can. All pupils take a ‘Book Bag’ containing books and a reading diary to and from school each day. There will be a levelled book, a phonically decodable book – closely matched to the letter shapes and associated sounds children are learning in class and perhaps word lists and/or phoneme sheets.

Teachers will post individual comments about a child's reading onto the portfolio area of Classdojo every other week. This will include suggestions as to how parents can support their child in reading.

 

Here are some tips;

https://www.booktrust.org.uk/books-and-reading/tips-and-advice/reading-tips/

CATHERINE INFANT SCHOOL READING PROVISION

  Phonics Reading
  Class teaching Additional support/Catch up Class Reading Additional support/Catch up
Nursery

Auditory discrimination activities. 

Learning Read Write Inc letter names and rhymes and initial sound.

We provide a range of support for children across the school including: 

  • Target groups.
  • Individual phonics instruction.
  • Group activities.
  • One to one tutoring.
  • Individual/ paired intervention.

 

Depending on the age of the child teaching includes:

  • Individual reading each week for every child. 
  • Shared reading to demonstrate reading strategies and how to use texts.
  • Guided group reading, including Reciprocal Reading strategies for some children.
  • Whole class reading time—includes story time /role play/story sacks/drama activities.
  • Learning to read words that children see frequently and those that do not follow phonic rules.
  • Reading as a reader - sharing stories, poems and rhymes.
  • Discussing books, authors and investigating text types.

We provide a range of support for children across the school including:

  • Reading intervention for individual children with specialist teacher.
  • Better Reading and Writing Progress scheme—  Individual instruction in reading with trained teaching assistants.
  • Language groups. 
  • Language support in class/small group phonics.
  • Reading Buddies.
  • Group comprehension activities.
  • Small group work.



Reception Read Write Inc in class groupings.
Year 1 Read Write Inc in class groupings with small group.
Year 2 Read Write Inc in class groupings with small group.