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All Saints'

CE Nursery & Primary School

Inspired by christ - Reaching out to all - Being the best we can be

Reading at All Saints'

Early Reading


Early Reading is taught by showing children how to use phonics effectively.  Phonics is taught systematically at All Saints' from Reception class to Year 2. 


We use a synthetic, progressive scheme called 'Sounds Write' which has been approved by the DfE.

The children have carefully aligned reading books, which are used in class and taken home. This helps children practise decoding and improve fluency. 


Here is a link to information and a demonstration video to show how Sounds Write is taught at All Saints'


Sounds Write Explained


    How we approach reading at All Saints’


    In Reception, the children take part in a daily phonics carpet session. Here the children learn letter sounds and practise blending them to read simple words and sentences. These sessions contain a lot of modelling and practise of segmenting and blending words, which helps the childre decode books and start to understand stories. There is also an emphasis on phoneme manipulation, which is an important skill whereby a child can change a sound to make a different word. Additionally, the children hear a story being read out loud to them every day and have access to a range of good quality picture books. 


    Everyday, the children in Key Stage 1 and 2 participate in a whole class guided reading session: 

    In Year 1, the children are supported to read by reading a carefully chosen decodable text as a whole class with the teacher. During this, the teacher will engage the class in choral and echo reading. Immediately after, the pupils will read the same text in their pairs. This structure provides the children wit the opportunity to hear the teacher model 'good' reading, and the opportunity to devlop their reading fluency by repeated reading of the same text. In addition to this, Year 1 children will develop their reading comprehension within the All Saints' writing sequence. 


    In Year 2, the children are supported to read by following an adapted Key Stage 1 version of the guided reading program 'Destination Reader'. Through the use of a chosen text, they are taught a range of strategies to aid comprehension; they are taught to read with meaning; and are supported to read with pleasure. In additionto this, Year 2 children will develop their reading comprehension within the All Saints' writing sequence. 


    In Key Stage Two, children follow a structured reading program called ‘Destination Reader’. Through the use of a designated book they are taught a range of strategies to aid comprehension; they are taught to read with meaning; and are supported to read with pleasure.


    Please see below a recommended reading list for your child’s year group.


    Books as a starting point for writing

    Our Literacy lessons are based around a book. Over a three to four week period, children follow a structured approach developed at All Saints' to meet the needs of our children. The children participate in the following writing process:

    1. Hookcapture pupil interest
    2. Read text as a readerexplore the impact of the text on the reader
    3. Read text as a writeranalyse how the writer has created particular effect on the reader and create the writing ‘Toolkit’
    4. Deliberate practicerehearsing the features identified in the ‘Toolkit
    5. Teacher-led writehighly supported piece of writing
    6. Independent writeindependent piece of writing to assess what has been learnt


    Reading at Home


    All children at All Saints' need to practise their reading, right up to the time they leave for secondary school. 

    Here is some general guidance about promoting a love of reading as well as fluency and comprehension.


    Phonic support for 'Early' Readers:

    Help your children to read the words by 'sounding out' the letters.  Come to one of our phonics workshops, or speak to your child's teacher if you need help to do this.  However, your child should have all the knowledge they need to have a go themselves so encourage them to use their phonics as much as possible.


    General guidance when reading with your child:

    • Reading with your child for as little as ten minutes a day will make all the difference
    • Make reading a special time with your child by choosing a quiet, relaxed moment
    • Success is the key: (lots of positive praise; Avoid pushing a book onto them that is too difficult where your child struggles with too many unknown words)
    • If a child mispronounces a word, allow opportunity to self-correct but maintain the flow by telling children a few unknown words
    • Model reading aloud to your child.
    • Don’t just stick to stories. Read poetry, picture books, information texts, news articles aimed at children
    • Offer them choice in what they read
    • Make your child a more confident reader by asking one question from each reading skill category below during each reading session with your child. These skills are essential for improving reading in children





    Help your child pay attention to how authors have chosen to use certain words by asking the following questions:


    • What does this word tell us about the character/setting/atmosphere?
    • Why did the author use the word_____ to describe______?
    • What do you think this word means? Why do you think that?
    • Can you find a word on this page  that means the same as _____?
    • The writer uses words like______ to describe _____. How does this make you feel?

    Help your child to go into a story and retrieve the facts by asking the following questions:


    • Where/when is the story set?


    • What are the names of the characters in the book? Describe them.


    • What did____ do when_____? What happened when?


    • Can you tell me what has happened in the story so far?


    • What part of the story do you like best and why?


    Help your child hunt for clues in the story about how someone might be feeling or why something has happened by asking the following questions:


    • What does____ think/feel about____? What makes you think that? Give evidence for your opinions.


    • Why do you think ___


    • Why do you think the character behaved like that or said that?


    • How was____ different after____? How do you know?


    • How do you feel about_____? Why?

    Help your child predict use the clues in the story to predict what might happen next by asking the following questions:


    • Looking at the front cover what do you think the story might be about?


    • Based on what you know about the character/event, what do you think will happen next in the story? Why?


    • How do you think the story will end?


    In October 2023, we launched a new approach to ensuring our readers (particularly in Keystage 2) can independently choose books to further develop their reading skills and their experience of a wide range of books: Accelerated Reader is designed to motivate, monitor and manage students' independent reading, whilst encouraging the development of a true love for reading.


    A big thank you to our wondeful volunteers and staff who have labelled and organised all the books. 


    We intend to use Accelerated Reader to establish a school where the love of reading is apparent in the conversations children have with each other and with adults about books.


    Teachers will monitor the children's reading habits through each child's personal Accelerated Reader account. Children will receive incentives and rewards for good reading habits.