Reading Maps 

Reading Map EYFS.pdf

Every year group has a reading map which outlines which texts link to different areas of the Reading framework each half term e.g.

These have been shared with all parents via ParentMail and we encourage you use these maps to help you select quality texts that link to your child's topic every half term and encourage reading at home.

Reading Map - Year 1.docx (1).pdf
Reading Map - Year 2.docx (1).pdf
Reading Map - Year 3.docx (1).pdf
Reading Map - Year 4.docx (1).pdf
Reading Map - Year 6.docx (1).pdf
Reading Map - Year 5.docx (1).pdf

Reading Parent Workshops

Reading Parent Workshop.pdf

We have hosted multiple workshops around reading this academic year and feel that it is essential to share the most up to date strategies and examples with you in order for you to support your child at home as best as possible.

Those who attended our Reading Workshop in September gave us extremely positive feedback and we are so pleased that so many of you were able to attend.

See the parent feedback below;

Phonics Workshop.pdf
Reading Feedback Presentation.pdf

World Book Day

On the 2nd March, we celebrated World Book Day. Our focus this year was on reading for pleasure and we incorporated reading-based activities into our day.  This is what we did to celebrate;

World Book Day assembly

Our librarians put together an assembly to launch World Book Day, showcasing their pupil leadership skills; they worked independently on this and spent weekends and evenings also preparing. 

Drop Everything and Read

All children and staff brought in a book from home (or alternatively, borrowed from school) and at two points of the day, we rang the bell and for ten minutes we stopped anything we were doing and 'Dropped Everything and Read' - the children and staff thoroughly enjoyed it

World Book Day doors

As a book-related activity, each class choose a book cover to decorate their door with. They completed this as a whole class activity, with each child/groups of children creating something to include on the door. 

Book Reviews

Every pupil completed a book review of either a class text or their favourite book. One book review from every class was selected and featured in the newsletter. 

Visits to Library/Hancock's Hangout

Every class had a scheduled visit to the library or Hancock's Hangout with their class where they read a book of their choice.

WBD Assembly 03.03.22.pdf

Supporting reading at home

What you can do when reading with a child of any age...

Find somewhere quiet without any distractions - turn off the TV/radio/computer.

Sharing books they have chosen shows you care what they think and that their opinion matters. This means they are more likely to engage with the book. If you do not have books at home, use the reading book provided by the school.

Encourage your child to hold the book themselves and/or turn the pages.

If there are illustrations, relate them to something your child knows. Ask them to describe the characters or situation or what will happen next. Encourage them to tell you the story by looking at the pictures.

Talking about the characters and their dilemmas helps children understand relationships and is an excellent way for you to get to know each other or discuss difficult issues. Give your child plenty of time to respond. Ask them what will happen next, how a character might be feeling, or how the book makes them feel.

It doesn't matter how you read with a child, as long as you both enjoy the time together. Don't be afraid to use funny voices: children love this!

Key Stage 2- Before, During and After reading strategies

Before reading, pupils should: 

During reading, pupils should: 

After reading, pupils should: 

Word aware- Vocabulary

‘Vocabulary is more than a list of words, and although the size of one’s vocabulary matters, it’s knowing how to use it which matters most.’ Sue Hackman, Chief Adviser on School Standards, March 2008

Every half term in the year group newsletter you will receive a collection of words which your child will be encouraged to say and use throughout their next topic. This is an initiative called the ‘Word Aware’ approach. As I am sure you already know, the size and depth of a child’s vocabulary plays a crucial role in their achievement. The ‘Word Aware’ programme has some practical ideas for helping children expand their vocabulary and you can help us do this too.

You will find that there are three sets of words; 

Anchor words are words that your child should have a thorough understanding of. They should be able to use them in their everyday spoken and written language in relation to their age.

Goldilocks words are words that are very topic specific, desirable to be used within their written work and likely to be encountered when reading around this topic. They are not too hard and not too easy.

Step on words are less likely to be encountered many times when reading a text and an average adult wouldn’t have much knowledge of that word. These are words that are much more difficult and stretch a child’s vocabulary.

We ask that you practise using these words in conversations with your child as well as discuss their meaning. This will help your child to use these words fluently within their work and through the spoken word. However, we do not want you to focus on spelling these words. They are to be spoken about and used in conversation with you only.

By creating a Word Aware environment at STM the children are:

Guided reading 

Guided reading takes place every week from Years 2- 6 and pupils are grouped (this can change every half term). During a guided reading session there will be a carousel of activities;

The carousel's aim is for all pupils to complete one of the above activities every day so that they get an opportunity to develop in all of those areas.

Shared reading- Language for thinking

Reading List .pdf