Reading At Wylam First School
At Wylam First School we are passionate about reading. Reading is a vital skill that supports children’s learning across the whole curriculum. We want children in our school to become enthusiastic, independent and reflective readers. We want our children to enjoy reading and to use the skill to become independent learning citizens in our society.
In our school, we strive to give pupils a stimulating and engaging curriculum and learning environment, where reading materials are presented in an attractive and inviting way. Furthermore, within reading lessons we create an environment that stimulates the generation of ideas from texts where all ideas are accepted and valued. Teachers will act as role models in their enthusiasm for both reading and writing by keeping up to date with current children’s literature.
Our reading curriculum features texts from Pie Corbett's recommended reading spine, books that support understanding of a diverse society and a range of classic and modern texts and poetry.
Reading in Early Years
Reading is a high priority within Early Years and underpins everything we do. This includes making sure topics taught are built around a wide selection of books linked to children’s interests. In Reception, children are taught the technical skills of reading through discrete phonics lessons following Letters and Sounds. Children are also taught how to talk about books through whole class Guided Reading. Books chosen for Guided Reading sessions are carefully selected to extend our children’s learning experiences and interests as well as to provide them with opportunities to deepen their cultural capital.
Reading in KEY STAGES 1 +2
Children in Years 1-4 continue to be supported with developing their phonic knowledge through Letters and Sounds, reading fluency, accuracy and stamina as well as the progression of comprehension skills. This is achieved through both group and whole-class reading sessions and reading for pleasure. In key stage 2, children continue to build on their prior knowledge of phonics by exploring complex vocabulary, etymology, morphology and patterns in language.