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Ideas to Promote Enjoyment and Achievement in Reading We Would Like to Thank All DASP Schools for Contributing to This Publication

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Ideas to Promote Enjoyment and Achievement in Reading We Would Like to Thank All DASP Schools for Contributing to This Publication Ideas to promote enjoyment and achievement in reading We would like to thank all DASP Schools for contributing to this publication. Schools were asked to share a few tried and tested ideas to promote pleasure and progress in reading (not schemes of work or planning). We hope you find them useful. If you would like further details on any of the ideas listed, please contact the school directly. Headteacher: Mrs Melanie Austin Tel: 01305 852417 Email: [email protected] WORLD BOOK DAY/WEEK: Competitions Quizzes Staff and Governor story-times Assemblies with adult role models Parent workshops annually Positive attitudes consistently shown by all male and female staff. Paired reading with older/ younger pupils. Participation in Library Summer Challenge and school’s own challenges Book Swap Library Time staffed (each child brings a book in by very enthusiastic and swaps for another– school keeps spares) parents! Children have a say in selecting new reading and library books Daily individual reading and listening to texts given status as well as guided and class reading—awards for reading frequently at Families and governors invited in home. to share books Acting Headteacher: Mr David Vann Tel: 01300 341319 Email: [email protected] Guided Reading with a rotation of Grammar, Phonic, Reading for Meaning and teacher led group. Independent reading slots Additional Community Reading support. 1:1 sessions with community volunteers. Half termly Reading Challenge (children and staff) i.e. “Extreme Reading” - where can you be pictured that is “extreme” to read? Then a book review and celebrated on the R.O.A.R. Board (Raising Our Attainment in Reading) Half termly reward charts for reading recorded in home/school book. Whole school team points rewarded with a choice of book Topic linked class book—read once a week by teacher for 15 minutes (and during wet plays, etc) Library time Reading materials for outdoors during break time (comics, fiction, non- fiction, word puzzles etc.) Half termly Family Project linked to topic with focus on “Reading to find out …..” Weekly spellings One topic session per week identified as having a reading focus—Reading for Meaning on a topic, to gain information to use later. Headteacher: Mr Ian Donnelly Tel: 01305 263880 Email: [email protected] Book Week Guess the book Parents reading with their child “Drop everything and read” Library Lottery! Names are drawn out each day of children who can spend break time in the Library. Paired reading: Each child paired with a child in a different Key Stage to share a book of their choice. KS2 have a reading challenge in order to encourage the children to read at home and get their book signed. Headteacher: Mr Bob Duffin Tel: 01258 837306 Email: [email protected] We asked children to bring in photos of themselves reading in their Paired reading works favourite place (some interesting well in RWI group photos emerged including hot tubs reading sessions. and tree houses!). This made an eye -catching display that reinforced reading being fun. Each child who reads for at least 4/5 days a week gets a “Golden Ticket” that is We intend to give out a list displayed on a reading tree of recommended age/ability in the class. related books for parents in preparation for Christmas/birthday gifts. The class library area is used as the “treat” area for excellent behaviour/ work We ask children to recommend a reading book that they have enjoyed reading during a weekly Parents bring in their assembly slot. The book titles favourite childhood book for are then recorded to be referred an open assembly to share to later. with a small group of children. We hold a Readathon with a book fayre/dressing up as a character (including staff) which boosts reading. Headteacher: Mrs Catherine Smith Tel: 01305 264924 Email: [email protected] Big Reading Project The whole school worked together to create and publish a real book. The children saw themselves as storytellers. We enabled children to work with real professionals in this field, e.g. authors and illustrators. The use of male authors was influential for boys. The Project had real outcomes and a purpose that the children and parents could relate to and understand. Children took on real roles and jobs within the Project and were inspired by having professional role models. Changing the environment in which our children read has a large impact on the frequency and use of book corners (investing in new furniture, new books and resources). Planning whole learning projects Library Clubs based on books Run by teachers and feedback from children has resulted in an investment in more non-fiction reading materials, e.g. magazines. Headteacher: Ms Julie Thorp Tel: 01305 852643 Email: [email protected] We have worked hard on planning Guided Reading sessions with levelled questions (and training TAs in guided reading as well). We use a wide range The school created levelled book- of texts in guided reading sessions - marks (linked to APP AFs) that we fiction, non-fiction, leaflets, posters, send home each half term. This was food packaging, newspapers, poetry, to encourage parents to ask their even tissue boxes!! child comprehension questions and particularly to encourage parents of KS2 children to listen to their child read. Guided reading sessions in KS2 include one group 'reading for pleasure'. We have a box in the classroom where children can put in The school holds an annual 'Stories books they think other at Six' where children return to children would like to read. school at 6pm for storytime (dressed in PJs, with cuddly toys). Staff also wear PJs and children are served hot chocolate. Our parent council helped to create 'book boxes' We changed our reading scheme a few years ago. outside each classroom. These are really book swap Now, children have their reading book from boxes to encourage children to bring in unwanted school and also have two 'choosing books'. So, books and other children/parents to take books each week they have 3 books to take home, two home to read. of which are chosen by the children to read just for pleasure! Headteacher: Ms Melanie Cridland Tel: 01305 268741 Email: [email protected] Workshops for parents: Phonics Quality visits to the Teachers having a good Home Reading local library and up to date knowledge of childrens’ Guided Reading books Catch Up Intervention Programme Lots of Book Talk during Phase 1 of the teaching unit. Sharing of high quality Good home-school links with reading resources. parents to ensure good reading support from home A clear, comfortable reading corner in all classes Volunteers to listen to Daily guided children reading reading sessions Sharing of a text EVERY day BUG CLUB Class book read http://www.bugclub.co.uk to the children Milborne St Andrew First School Headteacher: Mr Neil McDermott Tel: 01258 837362 Email: [email protected] Interventions such as FFT Grouping children in Wave 3 for low attainers in phonics and guided Year 1 has been very reading across the whole successful. We run these school according to their sessions before school so stage has enabled all the child doesn’t “miss” children’s needs to be anything! met. We have trained our We provide ‘follow on’ parent volunteers in support for our children “how to read with a who have finished child” following a format intensive one to one similar to the approach reading interventions. within FFT Wave 3. Parent volunteers run our library. Children are taught how to find fiction and non-fiction books. Headteacher: Mrs Tracy Jones Tel: 01300 348219 Email: [email protected] Salford reading September to March, analysing Key stage expectation sessions to support results and compiling daily readers and additional parents’ understanding of key reading skills to 1:1 reading support for children who are more be developed at each stage/year group, from than 6 months below their chronological age phonics sounds/digraphs etc, blending, and/or have made less than 6 months progress decoding, context, sentence structure and since the last assessment point. punctuation through to comprehension levels. Participate in library summer “ERIC” 20 minutes after lunch in End of day story in every reading challenge. every class. class. Half termly reading 1:1 with class teacher using Home reading books recorded as titles and SATs style record to diagnose strategies used/ numbered with certificates awarded in assem- errors and focus on personalised next steps. bly for every 10 books read. Class library slot and lunchtime Revamped library Authors/illustrators in school library club led by Year 4 library (lucky to have parental expertise!) monitors. Reading display with book reviews etc from Daily phonics at the same time in every class children throughout the school and world book to enable children to move to different phase day activities/photos. if necessary. Headteacher: Mr Peter Farrington Tel: 01305 257120 Email: [email protected] Encourage parental support/sessions available to develop parental awareness. TAs trained to lead “Group Reading” and “Letters and Sounds” sessions. Class stories read by teacher. Culture and ethos aims to inspire a love of Reading and awareness of the importance of Reading, both in Reading “lessons” and across the curriculum. Regular daily routine of the Group Reading system, which allows for both independent reading and focused teaching. Quality of books Home support—dialogue in Home Learning Diaries. Range of intervention strategies, e.g. Reading Recovery model, daily targeted readers, 1:1 tuition, SENSS assessments and support. School Library improvement plan Service Level Agreement with Dorset Library Service.
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