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Moorfield Primary

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Early Years Reading

 


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 Reading in Early Years and Key Stage 1
 
When children start at Moorfield School they are given a reading book to take home. Initially his book may contain only pictures to develop the children’s confidence in retelling stories and in answering questions. As they become more confident at reading CVC words the books will begin to contain short sentences.  The reading scheme that we currently use is Oxford Reading Tree and contains the characters Biff, Chip and Kipper.  As the children develop their reading skills, the texts they are asked to bring home become more complex.
 
We also allow the children to borrow a school library book, which is often above their reading ability. This is for you to share with your child and allows the children to enjoy a wider variety of books.
In addition to this the children will be given a ‘Project X’ book, also from Oxford Reading Tree.  This book is more closely matched to the children’s phonic work and should only contain words that they can decode.  We recognise that some of the books we send home often contain words which the children have no strategies for reading and these can make reading a struggle.  Whilst it is important to encounter ‘tricky’ words, we feel that the Project X books remove these barriers and that the children can read them more easily and fluently. 
 
We encourage a wide range of reading activities both at home and school. To allow information to be shared the children are given a reading diary to record any reading that takes place.  We are keen to stress that any type of reading is useful not just school books and strongly encourage children to read electronic material, join libraries and read books of their own.
Within school children are heard read on a weekly basis both individually and in a guided group session.  The group session allows the teacher to teach specific reading skills to the children in a small group activity.  We also encourage the children to read with their peers, hold reading sessions with older children and use ICT to support their learning.
 
In addition to books the children also have ‘key words’ to practice at home. These are issued once the children know all of their alphabet and are often ‘tricky’ words that the children cannot segment to spell e.g. was.  We ask the children to learn how to read these words first and then to learn how to spell them.  Spellings are looked at each week and new words are issued in the child’s reading diary.