Reading and Literacy
Reading is a critical part of life-especially for young people with additional needs. It affects every aspect of pupils’ development, self-esteem, personal and social confidence. Without the ability to read (at one’s optimal level) hugely important life goals, such as employment, further study or simply making a positive contribution to society in whatever way, suddenly become less attainable. The goal is simple:
- get our pupils speaking confidently, with increased understanding and vocabulary;
- get our pupils reading a wide range of interesting texts that challenge as well as build on previous knowledge, and widen their understanding of the world;
- get our pupils writing- in full sentences and with knowledge, accuracy and confidence.
At Northgate, Reading and Literacy are delivered in two distinct ways:
- Reading lessons.
- Disciplinary and substantive teaching through subject areas.
In addition to reading lessons, pupils are levelled to ensure that their reading development remains consistently monitored, and they are cumulatively exposed to greater skills and knowledge at appropriate times in their learning journey. The reading of wider texts is integrated to each pupil’s reading offer, as well as, and In addition to the specific reading programmes and interventions they will access during reading lessons.
As we know, reading, for some of our pupils, has been a patchy, unfulfilling and sometimes difficult affair, therefore, we want to work to ensure that (as far as possible) we:
- build and secure background knowledge;
- develop and expose all pupils to a range of rich vocabulary;
- use abstract imagery and metaphorical language (especially in or English curriculum and in Reciprocal Reading sessions);
- insist on full sentences in written work and spoken language;
- sequence pupils’ learning around narrative and whole-text structures
- support pupils in navigating generic elements of a text: e.g. biographical accounts in History
- provide scaffolds for language through: Colourful Semantics, key word glossaries and word walls;
- focus on text length and writing for purpose.
(ref: Quigley, 2020; Rose, J 2009)
Assessment
Reading, vocabulary and wider literacy is a critically important part of the curriculum. Pupils’ spelling (encoding), reading (decoding), comprehension skills, fluency and (amongst other things) progress across English is assessed bi-annually using the online GL Assessment tests for spelling (NGST), reading (NGRT) and progress in English (PTE). Staff also refer to each pupil’s Education Health and Care Plan, as well as their National Curriculum data and additional specialist assessment, as appropriate.
Staff use the outcomes of these assessments to:
- plan for individual need;
- set the pace, depth and challenge of the curriculum;
- personalise reading and literacy focuses within lessons.
Fresh Start Programme
A targeted, systematic phonics-based intervention programme for pupils who need additional support to develop their reading and writing skills. The programme accelerates pupil progress with finely levelled modules.
Toe by Toe
A highly structured phonics-based literacy programme which helps struggling readers improve reading skills, fluency, comprehension and spelling. Although suitable for anyone with reading difficulties, and accessed by pupils who struggle to learn to read using the Grapheme/Phoneme correspondence.
Oxford Reading Buddy
A digital reading service that provides interactive, engaging, personalised reading opportunities to build fluency, comprehension and a love of reading.
Reciprocal Reading
Also referred to as reciprocal teaching, reciprocal reading is a technique which does not use differentiation through text difficulty during reading lessons (Cooper and Grieve, 2009).
At its heart, it is a technique that develops reading comprehension by focusing on the use of four key strategies:
- Predict - Use clues to make logical predictions
- Clarify - Identify parts that are confusing and formulate understanding
- Question - Ask questions based on text
- Summarise - Reiterate the main ideas in their own words
Students take turns (with explicit modelling by the teacher) at being 'predictor', 'clarifier', 'questioner' and 'summariser', of 'The Boss'.
In reciprocal reading the same text is used for all learning. Differentiation occurs through question styles relating to Bloom's Taxonomy.
Reciprocal reading allows teachers to explore misconceptions as well as explore pupils' understanding, vocabulary and the key features of the text. It stops children from 'glossing over' words they don't recognise, or zoning out due to non-engagement. It challenges pupils to be active participants, while building independence and social confidence.
A meta-cognitive reciprocal reading approach helps all readers to fully understand the thinking processes involved in generating and answering in-depth questions accurately. In turn, this can improve reading comprehension and speaking and listening skills.
Academic Reading
Reading intervention which uses the structure or reciprocal reading, and incorporates the use of more challenging texts and reading materials, aimed at engaging pupils whose reading ability is above age-related expectations.
Reading for Pleasure
Reading at Home
- be provided with a reading book, which matches their understanding of phonics and the scheme taught in school;
- be expected to read their book at least 3 times per week;
- return their book to their reading/class teacher when completed, so it can be replaced with the next book in the series.
The Northgate Library: borrowing books
We are a Capita Reading Cloud School!
Therefore, when your child borrows a book, they will access the Reading Cloud system using their electronic library card.
Our Library Apprentices will be on hand to scan all pupils’ books and help them with any queries.
Reading Books for home learning:
Reading interventions are stage-not-age, and not always indicated by your child's learning pathway.
Pupils in both Key Stages are encouraged to use our school library, and can borrow books weekly to read at home or in school. Some pupils prefer to use the online SORA platform, which also allows pupils to borrow books electronically. Your child has been issued with a username and pin to allow access to this platform.
The school library is managed by our Apprentice Librarians, who are committed to keeping things in order, and ensuring that the books, magazines and other reading materials reflect our pupils' interests.
Pupils can borrow books during registration and form time on Mondays and Fridays, or during lunchtimes. Sometimes, class teachers will organise additional times to access the library with their classes.
Reading Logs:
Staff listen to pupils read during our designated reading intervention lessons. Pupils who require a Reading Log (all, with the exception of those who we feel no longer require this type of reading support), will have a Reading Log maintained in school. Where pupils require this support, their Reading Log will be sent home, with the expectation that parents/carers read with their child and record any comments in the log. The Reading Log should be returned to school on a daily basis.
Your child's teacher will inform you of your child's reading intervention and the requirements for home learning.
Literacy, Communication and Reading Guidance
Literacy Communication and Reading Handbook