How we teach reading

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The teaching of Literacy promotes learning across the curriculum and encompasses all aspects of communication including non-verbal, verbal and written. It underpins pupils’ achievements and participation in all aspects of their lives.

Reading is the process of interpreting symbols in order to construct meaning. At the centre of this process is decoding (reading the text accurately). This is possible through knowledge of sight words (recognised automatically), and sounding out using phonics (letter sounds and phonological awareness). Children learn how to ‘read’ the sounds in words and how those sounds can be written down. This is essential for reading, but it also helps children learn to spell well.

 

Beacon Hill School aims to ensure that the teaching of reading is personalised to meet the needs of each student.

Some students will begin by learning early reading skills such as awareness and responsiveness to story rhythm and tactile props. Others may begin to read by matching objects or photos. Others will be able to read and understand simple and more complex words. Teachers will build on these skills using a variety of teaching strategies, incorporating the use of ICT, symbols, photos, charts, communication aids, as appropriate.

The school follows an agreed visual and physical structure for timetables, instructions and displays which use a coloured narrative structure to highlight verbs, adjectives, etc..

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Teachers regularly read to the children, so the children get to know and love all sorts of stories, poetry and information books. This helps to extend childrens’ vocabulary and comprehension, as well as supporting their writing. Teachers provide age appropriate materials whatever the pupil’s actual reading ability. Termly topics are used as a vehicle to encourage and extend pupil’s vocabulary. Students in Post 16 provision will have Literacy sessions, in addition to carrying out ASDAN accreditation units

  • The Primary Framework provides a detailed basis for implementing the statutory requirements of the Programmes of Study for Reading and Writing.
  • Experiences in the Early Years and Foundation Stage (EYFS) in ‘Communication and Language (CL) and Literacy will link to Key Stage 1 teaching of reading.
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