English

Reading

At Woodland we believe that reading is the key to success in education and strive to provide our children with a life long love of reading. Woodland is committed to ensuring that every child is a competent reader at the end of key stage one and a confident reader at the end of key stage two. We embrace a love of reading by ensuring that reading runs throughout the curriculum and the children are read to every day and read every day. Our children will be taught the skills for reading through the  systematic phonics programme Read Write Inc.

Read Write Inc. takes place daily in Early Years and Key Stage 1. In KS2, children who require support with early reading also have RWI sessions daily. Additionally, we use the programme to deliver interventions to children across school. Children develop their early skills in Nursery and continue throughout school until they have completed the programme. RWI includes short, sharp tasks ensuring children are involved and engaged throughout the whole session. It is designed to create fluent, independent readers, confident speakers, independent spellers and willing writers.

At Reception and KS1 the RWI home reading scheme books follow an order that will closely match every child’s specific phonological development. We aim to enrich the partnership between school and home to ensure that every child reaches their reading potential. As well as our reading scheme books, children in KS1 are given the opportunity to take home a colourful story book each week to share and enjoy with a family member. This broadens their reading choices and gives them the freedom to develop their tastes as a reader and understand that reading has a purpose and place in their lives outside of school.

Children then move on to Woodland Big Book challenge at KS2. We endeavour to ensure that every child’s reading follows a systematic, organised and targeted approach in order to secure excellent progress. The schemes encompass a wide variety of texts, including fiction, non-fiction, poetry, play scripts, graphic novels and classics to ensure coverage of a range of text types.

 

Destination Reader

Once our children become readers, their reading journey continues with Destination Reader and they are taught how to understand what they are reading. These daily sessions incorporate whole class modelling prior to the children applying their skills through partner work and independent reading. Understanding is deepened by the use of a series of reading strategies and language stems. Our children read with greater understanding, independence and, above all, enjoy reading more. These structured reading sessions allow the children the opportunity to explore both reading for pleasure and purpose. 

We Love Books!

How we promote a love for reading:

• Every class enjoys a story time everyday. 
• Children visit either the KS1 or KS2 library weekly. 
• We visit the local 'BookCycle' where children are encouraged to 'swap books' they can share with their peers.
• We embrace a love of ‘book talk’ throughout school where children and adults are encouraged to discuss their opinions about what they have read during the school day and at home. 
• We organise author and poet visits throughout the year. 
• Our 'in the spotlight' books in the main corridor house newer titles and authors from all walks of life. 
• We celebrate days that allow us to appreciate literature, such as World Book Day and National Poetry Day. 
• Every class visits the local library termly. 

Reading at Home

As a school we promote reading for our children and encourage that this is extended to their life at home. We provide all children with a Woodland book bag, reading record and reading book, and encourage parents and carers to take time every day to listen to their child read, and engage in ‘book talk’.

It is crucial that all children have their book bags in school every day and read at home regularly with an adult which should be recorded in their reading record. Children’s reading records will be checked daily and books changed accordingly.