Reading/Phonics
Early Reading
At Drapers Mills Primary Academy, we are using the Read Write Inc (RWI) programme to get children off to a flying start with their literacy, starting in the final term in Nursery and continuing in Reception and Years 1-2.
The video below will give you a brief overview of how RWI is taught across the school.
RWI introduction
Destination Reader
Developing children's understanding of texts in Y2-6 through the use of strategies and language stems
Destination Reader is a new approach to teaching reading in KS2. The approach involves daily sessions incorporating whole class modelling, prior to the children applying these skills through partner work and independent reading. Children deepen their understanding of the texts they read through the systematic use of a series of strategies and language stems.
Destination Reader is not a scheme or reliant on specific texts, but aims to improve teachers' understanding of pedagogy in reading.
Feedback from the 30 schools currently using the Destination Reader programme has shown improved confidence for both teachers and children in their approach to reading. Children read with greater understanding, independence and, above all, enjoy reading more.
Benefits:
- Provides a systematic approach to the teaching of reading across KS2
- Enables children to develop key strategies which deepen their understanding of texts
- Develops children’s motivation to read broadly for pleasure and purpose
- Increases children’s ability to lead their learning through the acquisition of key learning behaviours
- Places children at the centre of a formative approach to assessment in reading
- This approach can be applied to schools’ existing texts and broader curriculum
Drapers-Mills DR Organisation
At Drapers-Mills we use DR from Years 2 to 6. Teachers introduced the scheme by teaching classes about different learning behaviours – Discuss and explain, support and listen and taking responsibility.
They then move towards the introduction of 7 learning stems – predicting, questioning, clarifying, summarising, evaluating, inferring and making links. Each stem has a week’s focus before moving to the next. Each week children complete 2 ‘Selfies’ – short assessment tasks and 1 ‘Big Picture’ – a longer comprehension assessment task.
Remote Learning
Throughout Lockdown, and during any time in which a child needs to isolating, we are providing all children with the phonics and reading lessons that they would be part of at school. Each year group is conducting live lessons every day. This includes an input that is recorded and then posted into Google Classroom for any children that are unable to attend the live lesson, an activity for the children to complete and then return electronically and time where the teacher is available to answer further questions about the learning, either over a meeting link or via the comments on the documents.
The teachers are working extremely hard to emulate the lessons that the children would ordinarily be part of at school so we hope the children are getting lots from them.
If you have any questions about Google Classrooms, or the live lessons, then please contact your class teacher.
We are also supplying printed versions for any children that do not have access to the internet or the necessary technology. Please contact the school office about collecting printed work.
Reading progression skills map
EYFS Key Texts and Literacy Skills Maps
Reading with your child
Reading is probably the most important skill that your child will learn in primary school. It opens up a whole new world of learning and imagination. The more you help your child at home, the easier they will find it to develop this vital skill. This page offers some pointers on the best ways to support and encourage your child as they learn to read.
- Reading bedtime stories and enjoying books together.
- Point out words as you are out and about, road signs, shop fronts, posters, price labels and packaging.
- Share a book. Re-read your favourite book night after night.
- Let your child see you reading a book, magazines and newspapers.
- Choose a time when you are both relaxed somewhere quiet.
| Look at the cover together and talk about the book. What do you think this book is about? Have you read one like this before? | Find clues in the pictures as to the meaning of the words. |
| You could give them the first sound to help them or read the word for them if that helps the flow! | Let your child guess if they are nearly right or it makes sense let them go on with the story! |
| Ask your child to tell you about the book they have just read. What do you think is going to happen next? | Draw a picture about your favourite part of the book. Is it the setting or the character? |
| Is your book fiction or non-fiction? What have you learnt? Make a model about your book. | Have you read another book by this author? Why? |
Make time for reading!
Make it fun!
Time together!
Praise your child for getting it right!
'Train Your Brain to Read' bookmark
RED TED
Children can really develop their reading skills if they read every day. It is very helpful for them to read to an adult at home so they can talk about the book with you.
Please make sure you sign your child's contact book every time they read.
Once your child has read ten times at home, they will get a sticker on their book mark. Once they have 5 stickers ( 50 reads), they will be able to come and get RED TED! Every time they complete a book mark ( 5 stickers= 50 reads) then they can come and choose a book to keep. We remind the children that RED TED really loves to listen to stories so the children must read to their bears every day.
