Reading at Westbury on Trym CE Academy
The Power of Reading! Creating a love of reading in children is potentially one of the most powerful ways of improving academic standards in school.
At Westbury we use high quality reading material to encourage the children to take an active role in the reading process.
We ensure these model texts teach children key, transferable language patterns that can be built upon year after year. Our aim is to create confident, imaginative and independent readers, so we need to ensure that the tools and models that we expose them to support them in this journey.
What makes a successful reader and how you can help at home?
Encourage children to explore new vocabulary, this supports their understanding of new texts.
Being able to make predictions (What do you think will happen next? Why do you think that? What clues in the text lead you to think that?)
Self- monitoring - to seek clarification. (I’m puzzled by… can anyone explain why?)
Readers need to ask questions - during and after (Good readers internalise questions- adults can draw these out and develop children’s understanding).
Asking different types of questions.
* Retrieval Questions where children can directly find the answer in the text.
* Interpretation questions where children use clues in the text to infer what the character is feeling or what might happen next.
* Choice questions where children think carefully about the author’s choice of phrases or vocabulary to make the text more interesting.
Asking children to summarise what they have understood about a character or plot.
Writing at Westbury on Trym CE Academy
Ensuring that the children are active in the reading process is vital to enable them to become good writers.
At Westbury we immerse the children in a wide variety of genre throughout their primary school experience. We use books, ‘wow’ events, drama, trips and other stimuli to inspire the children to write.
We use milestones in each year group to ensure that there is a clear progression of skills throughout the school. We build these into our teaching sequence where a grammar skill is taught, then it is practised in a short piece of writing and then the children are given opportunities to prove their understanding in a variety of longer pieces. This ensures that children are able to embed the skills in a more purposeful and relevant way. Children are scaffolded and challenged in their learning to allow them to grow at the correct pace for them.
The children are encouraged to use success criteria to evaluate their own knowledge and understanding to allow them more ownership of their learning.
They are supported in the process of editing and improving their work.