At Monkwick Juniors, children are taught a wide range of reading strategies, including context, picture cues, and sound/letter correspondence.
The school has a variety of books available, both within each classroom and our inviting library, which the children are invited to select independently.
We do not follow a set reading scheme.
To develop our pupils as readers we:
• Build on the children’s knowledge and experience of print that they bring to school and involve parents from the beginning;
• Provide a stimulating environment, where books and other reading materials are presented in an attractive and inviting way, so that children can see we value books and reading, and will enjoy reading for pleasure and information, thus developing an awareness of the importance of reading in their everyday life;
• Ensure that the children are given extensive experience and access to a quality selection of a range of genres, and plan for them to have time to browse and read for pleasure as well as using books as a tool for learning;
• Provide opportunities for children on their own, with peers and teachers, and to gain experience of reading aloud and being read to;
• Give opportunities to respond by talking appreciatively and critically about what they have read, discussing authors, themes, characters, settings and plots;
• Encourage children to write their own stories or poems, making books or contributing to class books so that they have opportunities to become published authors.
Phonics (Letters and Sounds) and Spelling (Support for Spelling).
The teaching of phonic skills is embedded Years 3 and 4, where daily phonics lessons continue until children are confident at Phase 6 and become ready for weekly ‘Support for Spelling’ lessons.
In Years 5 and 6, weekly ‘Support for Spelling’ sessions are undertaken, but additional provision is also made each week for any pupils who require further phonics support.
All pupils have the opportunity to work with their teacher at least once a week to facilitate the development of decoding and comprehension skills.
During guided reading sessions, pupils explore a variety of stimulating and appropriately challenging texts spanning all genres. Children are grouped for reading according to ability, and are assessed regularly.
Guided reading records are kept for each reading group, in which learning foci and progress notes are kept, enabling regular teacher assessment to take place.
During guided reading sessions, opportunities are provided for children not working with an adult to read independently and complete different reading activities. In this way, children are encouraged to develop a range of reading skills.
Children are encouraged in school to take a book home to read. The ‘Home / School Contact Book’ is used by all adults to record notes about individual pupils’ reading. It provides a vital home/school link to enable close monitoring of pupils’ progress.