40,696 Children Reading Illustrations & Clip Art - iStock

Year 4 Reading Event
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Poetry with Conrad Burdekin
Year 5 and 6 Head boys, Head girls and school councillors came together from Littletown, Hightown, Robertown to spend an afternoon at Heckmondwike Primary with Conrad Burdekin, to promote a love of reading. A superb session, where children worked collaboratively to write and perform poetry. Children enjoyed learning about Conrad's 'spoonerisms' (transposing the initial sounds or letters of two or more words- for humour)  in his poems and had lots of laughs trying out spoonerisms on their own names.
 
Trust Poetry Event with Conrad Burdekin
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What does Reading look like at Heckmondwike Primary?

At Heckmondwike Primary, we believe that the quality of our Reading Curriculum should develop children’s love of reading, as well as encourage imaginative minds to help children make sense of the world they live in and develop their cultural capital. Reading is encouraged by all Subject Leaders in every subject and is a priority for curriculum improvement. We believe that being able to read with understanding is a fundamental right that every child deserves to develop and leave our school with. We believe that pupils must acquire good reading skills in order to access the information and develop the knowledge that will support their development in all curriculum areas in school. We promote a love of reading to support the development of happy and positive children which they can take into their next phase of education and support them in their adult life.

 

Phonics

Prior to developing an understanding of a text as a whole, our students must first be provided with the fundamental skills they need to be able to decode the individual words in a text, which we provide them with through daily phonics lessons, following the Sounds-Write programme.   Sounds-write teaches children to read in a sequential and logical manner, beginning with the natural sounds of their language. It continues with developmentally appropriate challenges, organised in a clear and coherent way. By gradually developing consciousness of how the alphabetic code works throughout KS1 it enables complete mastery of it, allowing the freedom to access books and text in everyday life independently, from which a lifelong love of learning and genuine enthusiasm towards reading develops. Furthermore it opens up a world of communication to children and teaches those key skills in reading and writing which are fundamental to the rest of their learning across the curriculum.  

 

 Aims

  1. Self– Our children will be inspired to have a love of reading which will enable them not only to enjoy reading as a past time but as an essential tool to succeed in all areas of life
  2. Others– Through their reading, they will encounter and be challenged by ideas from experiences which they would not normally be exposed to beyond their own community
  3. Wider world– We believe reading is a fundamental part of communication in an ever more connected world. An ability to not only read but understand the intention of others is essential as they progress into the next stage of their learning

Please click here to access the phonics section of our 'How to help your child' page. Here you will find a link to some on-line Sound Write training, along with 2 short videos showing how phonics is taught in our school.

Reading Spines

To ensure children experience a variety of reading genres, teachers in each year group have carefully chosen high quality texts, in which children will read and study, throughout the year. These texts will form the basis of Whole Class Guided Reading lessons and will be used in English lessons throughout the year. Some of the texts will also be used as a 'class read' - an engaging text which teachers will read to their class on a weekly basis.  

Please click on the appropriate link below to see the range of texts your child will be reading this year:

 

Home Reading - Our Reading Pledge

The Importance of Reading

Reading is the vital foundation in your child’s education. It allows them to understand the world around them and experience different situations. Becoming a confident reader with a love of books is a core aim for all of our our children

At Heckmondwike Primary we will:

  • Develop a reading scheme which contains all the books your child will read each year, matched to their age and understanding.
  • Provide children with books from our reading scheme which are linked to their phonics phase or reading ability.
  • Encourage home reading focus for practice, fluency and enjoyment.
  • Provide your child with a reading scheme book and a library book to take home which is within their Accelerated Reader band range.
  • Provide your child with a class book which is read at school each day from the top of their Accelerated Reader band.
  • Change home books weekly.
  • Listen to your child read at school regularly.
  • Log our comments in their reading logs.
  • Check reading logs weekly for parents’ comments and feedback.
  • Focus on decoding, word recognition, clarifying, developing understanding and comprehension of what is being read.
  • Give them opportunity to read during ERIC (Everyone Reading in Class) or Reading buddies each day.
  • Create an environment which encourages and celebrates reading.

We would like parents to:

  • Check that your child brings home their books (1 Reading scheme book and 1 library book) each day.
  • Listen to your child read every day for 10-15 mins for pratice, fluency and enjoyment.
  • Expect your child to complete a quiz at home or school on Renaiscence Place each week.
  • Complete an entry in their reading log each time your child is listened to at home.
  • Make sure reading books and reading log returns to school everyday.
  • Ensure that your child treats all school books with care and respect

Click HERE to access the Parents' Little Guide to reading

Knowledge Organisers

Please click on the links below to see what new learning will be taking place each half term. Often there will be new skills which children will develop, along with key vocabulary. There will often be questions which we will use to get children thinking and carrying out discussions. We will also use these to gauge childrens' understanding and their aquisition of new knowledge.

Reading curriculum on Balance

At Heckmondwike Primary School we use a school improvement toolkit called Perspective Balance, where the curriculum contet for every subject is kept. Please click here to see the Reading curriculum in Balance.

Our Reading Structure
We have identified the fundamental features of the teaching of reading in Heckmondwike Primary School. These create the conditions to ensure that all pupils leave our school as skilled, motivated readers and see themselves as a reader.  They recognise the value and purpose of reading, not only for learning, but have also discovered the pleasure of being ‘lost in a book’.

We have identified the fundamental features of the teaching of reading in Heckmondwike Primary School. These create the conditions to ensure that all pupils leave our school as skilled, motivated readers and see themselves as a reader. They recognise the value and purpose of reading, not only for learning, but have also discovered the pleasure of being ‘lost in a book’.

Creating a Love of Reading
We have developed our library to be the heart of our school. We work in partnership with Books Plus Library Service to provide our pupils with a wide and engaging selection of books. We have a dedicated librarian who works with our children everyday to share and encourage our love of reading

We have developed our library to be the heart of our school. We work in partnership with Books Plus Library Service to provide our pupils with a wide and engaging selection of books. We have a dedicated librarian who works with our children everyday to share and encourage our love of reading

Linking Reading and Writing
Throughout each unit in English, the links between reading and writing are made explicit – we read as writers, and we write as readers.  The progress throughout each unit of work highlights the transition between reading as writers (focusing on structure, characterisation, and language features etc) to writing as readers (word play, describing, composition, planning, editing, revising etc).   Pupils take part in a daily English lesson and each genre is taught over a short period which varies between 2 – 6 weeks depending on Key stage.

Throughout each unit in English, the links between reading and writing are made explicit – we read as writers, and we write as readers. The progress throughout each unit of work highlights the transition between reading as writers (focusing on structure, characterisation, and language features etc) to writing as readers (word play, describing, composition, planning, editing, revising etc). Pupils take part in a daily English lesson and each genre is taught over a short period which varies between 2 – 6 weeks depending on Key stage.

Teaching of Early Reading and Phonics 

 

From Foundation Stage to Year 2, pupils take part in daily phonics/spelling lessons to support early reading and writing. Reading and spelling are two sides of the same coin; decoding and encoding are inverse operations. Therefore, we use the synthetic phonics programme, Sounds-Write, to teach both throughout the school.

The children are taught to decode and encode through explicit teaching and practice of these skills and concepts:

Skills

  • Blending
  • Segmenting
  • Phonic Manipulation

Concepts

  • letters are symbols that represent sounds
  • sounds can be spelled using 1,2 3 or 4 letters
  • the same sound can be spelled in more than one way (rain, break, gate, stay)
  • many spellings can represent more than one sound (head, seat, break)

In Reception and KS1, children have a daily phonics lesson following the clear, consistent and cumulative Sounds-Write programme. The sessions provide daily practise of sounds or spelling patterns and the pupils are assessed ½ termly. 

Early Years and Year 1 Phonics:

Children work through the Sounds Write programme following daily whole class lessons. This ensures that teachers know the phonic level of all pupils in class, and the phonological knowledge that is being learned. This allows them to draw and refer to this knowledge. It is expected that children by the end of Year 1 have been taught Phase 5 phonics in order to support them in successfully completing the Phonics Screening Test in June.

Children in Nursery will follow the LaunchPad to Literacy structure, which  will include the basic segmenting and blending of words (eg straw-berry) as well as introduce initial letter sounds

For pupils in Reception and Year 1, phonics will be planned for and delivered on a daily basis Pupils take part in practical learning through the Sounds Write scheme. Pupils will be exposed to the skills of blending and segmenting from the beginning of Reception, building phonemes to read and write phonically regular words (including ‘alien words’ in line with the phonic screen methodology).

Phonics Screening Test – Year 1 pupils will be asked to sit a phonics screening test in June. It is a test compiled of 20 real words and 20 nonsense words. The words are made up of a range of sounds ranging from Phase 2- 5. Pupils who are finding reading challenging due to phonics knowledge, blending or segmenting will be supported in school through intervention arranged by the class teacher.

 

Year 2 Phonics

Within Year 2, pupils receive a daily phonics lesson, using the Sounds Write scheme.

Intervention is provided for children who do not pass the phonics screening test in Year 1 from the beginning of Year 2 through regular intervention to address any gaps in their phonics knowledge. Once support has been in place for a length of time, the child is then reassessed to see if they have passed the phonics screening test in June.

 

Phonics in KS2

From Y3, we have introduced the programme to teach the less frequent sound-spelling correspondences that come up in the daily round of teaching. We always believe there is a place for keeping the three key skills of segmenting, blending and phoneme manipulation sharp, especially with work on less frequently encountered polysyllabic words that come up in the curriculum. Children who make a slower start initially, including children in KS2 who have not met the standards by the end of Year 2 will be supported with regular phonics sessions. We carry out assessments to identify gaps in phonological knowledge and address these.

Making the correct initial letter sounds is important knowledge for all children learning to read. Can you be as clear and precise as Alex in this video?

There are opportunities to use online reading resources at home using Renaisance Place resources. Pupils can access these, using their individual logins.

 

There are other great opportunities to read using other fun educational websites. Look at these Online Learning Opprtunities for ideas.