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Belvoir Park Primary School
If culture is the personality of an organisation then a quality school is
restless, constantly questioning, never satisfied, challenging norms and
believing that things can always be better.
Learn to value and respect everyone in school
Learn both to work on our own and also with others
Learn to develop our intelligences and talents
Learn to think clearly to help solve problems
Learn that only our best is good enough
Learn that learning never ends
Learn to live our dream
Reading Policy
„What the child can do in co-operation today he can do alone tomorrow.‟
(Vygotsky 1934).
Literacy in Belvoir Park Primary School
"Literacy is the ability to read and use written information and to write appropriately for
a range of purposes. It also involves the integration of talking, listening and critical
thinking with reading and writing and includes the knowledge which enables a speaker,
writer or reader to recognise and use language appropriate to different social situations".
(David Wray, 2001)
Four fundamental teaching contexts will support our work:
Modelled, Shared and Guided Reading
Modelled, Shared and Guided Writing
Related Teaching/ Learning Activities
Reflecting, Reporting and Recording
The structure of literacy time in Belvoir
Session 1: Text, Sentence and Word Level objectives are embedded.
WHOLE CLASS:
Shared text work (a balance of reading and writing) - sentence and word level work (a
balance over the term of focused word or sentence work)
Session 2: The transfer of learning from one context to another to embed the learning
objective and scaffold either the individual pupil or group learning.
GROUP/ INDEPENDENT WORK:
The teacher works with 2 or 3 groups doing guided reading or writing; group task: children
are engaged in either separate tasks for each group, or one task for all groups with
differentiation built in; independent reading, writing or word and sentence work.
The tasks decided upon for the week need not only be pencil and paper work. The teacher
may also include: oral activities, research/study skills project work, silent reading
planning/drafting writing listening to a shared reading tape use of computer and any other
activities linked to the week's objectives
Session 3: WHOLE CLASS Plenary: groups review and reflect upon their work in relation to
the learning outcome.
Plenary
Re-focus the thinking on the central objective giving pupils an opportunity to clarify their
own thoughts by having to explain them to others. Give pupils an opportunity to share a
range of different insights and ways of approaching a problem so that individual learning is
enhanced. Record any significant factors on a chart to help children as they apply their
literacy skills and understanding throughout the day.
Reading In Belvoir Park Primary School
Reading skills will be developed using the methodology appropriate to the age group and
ability of the children in the Foundation, KS1 and KS2 stages.
Foundation Stage Modelled Reading
Reading to children by the teacher or classroom assistant will be seen as an essential
activity, providing a starting point for developing the thinking child.
In our classrooms we provide a range of contexts in which to model the importance and
enjoyment of reading, for example, reading stories and rhymes; notes and instructions;
information texts and children‟s writing.
“Modelled Reading ” will be the strategy which allows our staff to explicitly demonstrate
the process of reading by „thinking aloud‟ about the strategies that are being used to
decode words, comprehend meaning and read with fluency and expression.
Our children will participate by listening and observing the expert at work, rather than by
contributing suggestions and pursuing points through discussion.
The teacher will talk through the process step by step to show the learner how things are
done, for example, making, confirming or changing predictions, re-reading if meaning is
unclear or using context to work out a difficult word.
Features of our Modelled Reading
Each session will have a planned focus.
An enlarged text will be clearly visible to all pupils.
A selected range of relevant and motivating fiction and non-fiction texts will be used.
Texts used will be within the children‟s comprehension level.
Illustrated texts will support and enhance meaning.
Sessions will be short and enjoyable.
Shared Reading
We will share books with children for many reasons: enjoying stories together; linking with
personal experiences; developing imagination and language; learning about books.
Listening to stories being read and re-read will help our children to gain insights into
meaning and story structure.
“Shared Reading ” will be our strategy for teaching reading in which pupils and teachers
read a text together with a focus on a specific aspect.
Through experiencing a variety of texts, fiction and non-fiction our children will become
aware of the range of strategies required when reading for different purposes.
By using Shared Reading our Children will gain:
o Pleasure
o Desire to read
o Independence
o Knowledge of reading behaviours
o Knowledge of reading strategies
o New concepts
o New vocabulary
o Knowledge of a variety of written forms
o Confidence to: talk, think, share, compare, reflect
o Success
Features of our Shared Reading
o Text will be motivating, attractive and chosen with a specific learning outcome
in mind.
o The children will have access to a text that is slightly beyond their
independent level.
o Sessions will be short, sharp and focused.
o Children will be in mixed-ability groups or whole classes.
o Reading will be fluent and expressive.
o Discussion about the text, illustrations etc. will be encouraged.
o Children will gain insight into decoding and comprehension strategies.
o Children will have a safe, supportive time to explore and try out reading
strategies.
o Children will have opportunities to consolidate their learning in other situations
through a variety of supported and/or independent reading tasks.
Careful observations will be made of our children‟s reading behaviours to determine the
appropriate teaching focus for each shared session.
This will involve observing them, not only during whole class shared sessions but during
small-group sessions and during informal interaction with text, for example, browsing in
the book corner or in role-play situations.
o We will use whole class/small group active participation.
o Enlarged texts used by the teacher can be above instructional level.
The range of sources used will include:
o books
o OHP
o CD Rom/Data projector
o Posters
o Extracts from newspapers, magazines, leaflets, novels etc
o Songs/poems
o Models of writing types
There will be discussion (before, during, after) and interaction to consolidate learning.
Teachers will think carefully and plan focused outcomes. We will enable children to
participate in real reading with guaranteed success.
Using Shared Texts
Our main objective is to help our children through the process of constructing meaning.
From the beginning we will create an attractive, friendly and secure environment in which
print and written materials are seen to have value and meaning.
Enjoyment is an essential part of success in learning to read in Belvoir. We will ensure that
children experience pleasure from books.
Reading preparation is best achieved by sharing books and reading to children.
Listening to stories being read and re-read helps children to gain insights into the meaning,
forms, pleasure and purpose of reading.
We as teachers can demonstrate involvement and act as a model of fluent expressive
reading.
The staff‟s enjoyment of books will be communicated to the children.
What our children will gain from Shared Reading ?
Enjoyment
Independence
Knowledge of reading behaviours
Desire to read
Knowledge of reading strategies and cues
Knowledge of new concepts and vocabulary
Knowledge of a variety of written forms
Confidence to: Talk; Share; Think; Compare; Substantiate; Challenge; Reflect;
SUCCESS
Using Enlarged Texts.
The teacher will:
o Identify background knowledge;
o Encourage Prediction Skills – Picture Walk and Talk;
o Help children pose some questions – to give a purpose for reading;
o Model fluent, expressive reading;
o Clarify ideas and vocabulary.
Shared Reading at Key Stage Two
Shared reading is a KS2 strategy where large print books, acetates & posters will be used
to explore stories, novels, poems, non-fiction texts and other relevant extracts.
This material will become a basis for developing reading, writing and talking and listening
across the curriculum.
Objectives for the session will be taken from the expected learning outcomes agreed by
our school.
Shared reading will be used to introduce:
o A story
o A topic
o A theme
o An author or illustrator
o A genre
o A reading type/form of writing
o Language conventions
o A particular reading strategy
o Word investigation
Shared Reading will be used to:
o Teach characteristics of a book – fiction or non-fiction
o Help children to approach a text critically, reflectively and with confidence
o Consider cultural or gender bias
o Encourage children to bring their own understanding to bear on the text.
Our Planning for Shared Reading
Key elements are:
o Choosing expected learning outcomes;
o Choosing appropriate text;
o Communicating purpose(s) for reading;
o Introducing the reading;
o Discussing;
o Responding to the text.
Guided Reading at Key Stages 1 and 2
Guided Reading at KS1 & KS2
The teaching sequence has been designed to support the reading strategies within Bruner‟s
model of scaffolding.
The teacher will work closely with a number of pupils and through asking questions and
setting tasks will generate a powerful discourse around the text.
It is important that both pupils and teachers comment on what is shared and known about
the text.
We will use the following sequence:
Introduction to the text.
Reading strategy checks (prediction, empathy, inference, highlighting, scanning, skimming).
Independent reading and related task.
Return to the text and developing responses through the teacher‟s questions.
Review of what has been learnt.
Implications at KS2
At KS2 this has will replace one child reading individually to the teacher.
At KS2 reading will now take place within the group, with KS2 pupils reading a page each
aloud to the teacher in turn, and then talking about the text, prompted by the teacher.
This kind of reading is highly intense and is in a way a kind of „high stakes‟ reading if
pupils only get access to the teacher once a week.
Whatever the stage of fluency of the children in the group, guided reading sessions will
contain elements based on: book introductions, strategy checks, independent reading,
returning to the text, and responding to the text.
For early readers these all happen within one session, whereas they may be spread over a
series of sessions for fluent readers.
SENDO
The implications of the SENDO legislation mean that you are more likely to have children
that may be in the early, transitional or fluent stages of reading in one class.
Consequentially, KS1 skills become whole-school skills to meet the needs of all pupils.
These are the skills that the multi-tasking special need‟s teacher uses on a daily basis.
Reading Strategies
Skimming
Reading the text quickly to get the gist of what it is about
Scanning
Looking at the text to kind keywords
Close reading
Reading each word of the text
Predicting
Based on what has already happened, making assumptions about what will happen next
Retrospection
Looking back at what has already happened
Looking for evidence
To back up your ideas about a text
Inferring
Interpretation which goes beyond the literal
Deduction
Understanding based on the evidence in the text
Visualising
Making mental pictures of what happens and the characters
Empathising
Putting yourself into the shoes of a character and understanding them
Asking questions of a text - Bloom‟s Taxonomy
Knowledge Question Cues:
o list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote,
name, who, when, where, etc.
Comprehension Question Cues:
o summarize, describe, interpret, contrast, predict, associate, distinguish, estimate,
differentiate, discuss, extend
Application Questions Cues:
o apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify,
relate, change, classify, experiment, discover
Analysis Question Cues:
o analyse, separate, order, explain, connect, classify, arrange, divide, compare,
select, explain, infer
Synthesis Question Cues:
o combine, integrate, modify, rearrange, substitute, plan, create, design, invent,
what if?, compose, formulate, prepare, generalize, rewrite
Evaluation Question Cues:
assess, decide, rank, grade, test, measure, recommend, convince, select, judge,
explain, discriminate, support, conclude, compare, summarize
