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Northaw CE Primary School and Nursery

Loving for Today, Learning for Tomorrow, Forever in Faith

Reading

Reading is taught exclusively using phonics – a method of teaching people to read based on the sounds that letters represent. Building on Letters and Sounds, and having explored the list of validated SSP (Systematic Synthetic Phonics) programmes, we chose Monster Phonics, providing:

 

  • all that is essential to teach SSP to children in reception and key stage 1 years of mainstream primary schools
  • sufficient support for children in reception and key stage 1 to become fluent readers
  • a structured route for most children to meet or exceed the expected standard in the year one phonics screening check
  • all national curriculum expectations for word reading through decoding by the end of key stage 1.

 

Staff in Acorns and Apples & Pears can provide additional information and share the login with you.

The Northaw Reading Framework

 

Reading is fundamental to education. Proficiency in reading, writing and spoken language is vital for pupils’ success. Through these, they develop communication skills for education and for working with others: in school, in training and at work. Pupils who find it difficult to learn to read are likely to struggle across the curriculum, since English is both a subject in its own right and the medium for teaching. The Northaw Reading Framework establishes the principles we aim to follow in early reading at Northaw.

High-quality stories to read aloud to children, including traditional and modern stories

 

Early years foundation stage

 

Author/Illustrator

Title

Janet & Allan Ahlberg

Each Peach Pear Plum

Nick Butterworth & Mick Inkpen

Jasper’s Beanstalk

Rod Campbell

Dear Zoo

Eric Carle

The Very Hungry Caterpillar

Lynley Dodd

Hairy Maclary from Donaldson’s Dairy

Julia Donaldson & Axel Scheffler

The Gruffalo

Julia Donaldson & Axel Scheffler

Room on the Broom

Mary Finch & Kate Slater

The Little Red Hen

Eric Hill

Spot’s Birthday Party

Pat Hutchins

Rosie’s Walk

Anna Llenas

The Colour Monster

Bill Martin Jr & Eric Carle

Brown Bear, Brown Bear, What Do You See?

Sam McBratney & Anita Jeram

Guess How Much I Love You

A A Milne

Winnie the Pooh

Jill Murphy

Whatever Next!

Michael Rosen & Helen Oxenbury

We’re Going on a Bear Hunt

Michael Rosen & Kevin Waldron

Chocolate Cake

Nick Sharratt & Pippa Goodhart

You Choose

Steve Smallman & Caroline Pedler

Scaredy Bear

Martin Waddell & Patrick Benson

Owl Babies

Martin Waddell & Helen Oxenbury

Farmer Duck

 

NB The book corner is usually restocked from the library at half term.

 

Key stage 1

 

Author/Illustrator

Title

Giles Andreae & Guy Parker-Rees

Giraffes Can’t Dance

Ronda & David Armitage

The Lighthouse Keeper’s Lunch

Jeff Brown & Rob Biddulph

Flat Stanley

Anthony Browne

Gorilla

Eileen Browne

Handa’s Surprise

Roald Dahl

Fantastic Mr Fox

Roald Dahl

George’s Marvellous Medicine

Alex Deacon

Beegu

Julia Donaldson & Axel Scheffler

The Highway Rat

Julia Donaldson & Axel Scheffler

The Snail and the Whale

Julia Donaldson & Axel Scheffler

Zog

Julia Donaldson & Nick Sharratt

Wriggle and Roar!

Sue Hendra & Paul Linnet

Barry

Shirley Hughes

Dogger

Oliver Jeffers

Lost and Found

Judith Kerr

The Tiger Who Came to Tea

David Litchfield

The Bear and the Piano

David McKee

Elmer

David McKee

Not Now, Bernard

Jill Murphy

Peace at Last

Maurice Sendak

Where the Wild Things Are

Martin Waddell & Barbara Firth

Can’t You Sleep, Little Bear?

Martin Waddell & Barbara Firth

Let’s Go Home, Little Bear

 

NB The book corner is usually restocked from the library at half term.

 

Lower key stage 2

 

Author/Illustrator

Title

Anthony Browne

Hansel and Gretel

Bill’s New Frock

Anne Fine

Lara Hawthorne

Alba

Mary Norton

The Borrowers

J K Rowling

Harry Potter and the Philosopher’s Stone

Jon Scieszka & Lane Smith

The True Story of the Three Little Pigs!

Joshua Seigal

I Don’t Like Poetry

E B White

Charlotte’s Web

 

Upper key stage 2

 

Author/Illustrator

Title

Frank Cottrell Boyce

Cosmic

Carol Ann Duffy

New and Collected Poems for Children

John Foster

The Poetry Chest

Morris Gleitzman

Once

Anothony Horowitz

Stormbreaker

Michael Morpurgo

Private Peaceful

R J Palacio

Wonder

Daniel Pennac

Dog

Onjali Q Rauf

The Boy at the Back of the Class

Louis Sachar

Holes

The benefits of reading aloud at home

 

Introduction

 

Your child will bring home two books. One is for your child to read to you. It has been

carefully chosen so that they can work out all the words. The other book has words your

child may not be able to read yet. It is for you to read to your child and talk about together.

 

How to read a story to your child

 

If you can find the time beforehand, read the read-aloud book to yourself first, so you can

think about how you’re going to read it to your child.

 

On the first reading:

 

  • Make reading aloud feel like a treat. Make it a special quiet time and cuddle up so
  • you can both see the book.
  • Show curiosity about what you’re going to read: ‘This book looks interesting. It’s
  • about an angry child. I wonder how angry he gets…’
  • Read through the whole story the first time without stopping too much. Let the story
  • weave its own magic.
  • Read with enjoyment. If you’re not enjoying it, your child won’t.
  • Read favourite stories over and over again.

 

On later readings:

 

  • Let your child pause, think about and comment on the pictures.
  • If you think your child did not understand something, try to explain: ‘Oh! I think what’s
  • happening here is that…’
  • Chat about the story and pictures: ‘I wonder why she did that?’; ‘Oh no, I hope she’s
  • not going to…’; ‘I wouldn’t have done that, would you?’
  • Link the stories to your own family experiences: ‘This reminds me of when …’
  • Link stories to others that your child knows: ‘Ah! Do you remember the dragon in ….?
  • Do you remember what happened to him?’
  • Encourage your child to join in with the bits they know.
  • Avoid asking questions to test what your child remembers.
  • Avoid telling children that reading stories is good for them.

10 top tips for parents to support children to read

 

1. Encourage your child to read

 

Reading helps your child’s wellbeing, develops imagination and has educational benefits too.

Just a few minutes a day can have a big impact on children of all ages.

 

2. Read aloud regularly

 

Try to read to your child every day. It’s a special time to snuggle up and enjoy a story.

Stories matter and children love re-reading them and poring over the pictures. Try adding

funny voices to bring characters to life.

 

3. Encourage reading choice

 

Give children lots of opportunities to read different things in their own time - it doesn’t just

have to be books. There’s fiction, non-fiction, poetry, comics, magazines, recipes and much

more. Try leaving interesting reading material in different places around the home and see

who picks it up.

 

4. Read together

 

Choose a favourite time to read together as a family and enjoy it. This might be everyone

reading the same book together, reading different things at the same time, or getting your

children to read to each other. This time spent reading together can be relaxing for all.

 

5. Create a comfortable environment

 

Make a calm, comfortable place for your family to relax and read independently - or together.

 

6. Make use of your local library

 

Libraries in England are able to open from 4 July, so visit them when you’re able to and

explore all sorts of reading ideas. Local libraries also offer brilliant online materials, including

audiobooks and ebooks to borrow. See Libraries Connected for more digital library services

and resources.

 

7. Talk about books

 

This is a great way to make connections, develop understanding and make reading even

more enjoyable. Start by discussing the front cover and talking about what it reveals and

suggests the book could be about. Then talk about what you’ve been reading and share

ideas. You could discuss something that happened that surprised you, or something new

that you found out. You could talk about how the book makes you feel and whether it

reminds you of anything.

 

8. Bring reading to life

 

You could try cooking a recipe you’ve read together. Would you recommend it to a friend?

Alternatively, play a game where you pretend to be the characters in a book, or discuss an

interesting article you’ve read.

 

9. Make reading active

 

Play games that involve making connections between pictures, objects and words, such as

reading about an object and finding similar things in your home. You could organise treasure

hunts related to what you’re reading. Try creating your child’s very own book by using photos

from your day and adding captions.

 

10. Engage your child in reading in a way that suits them

 

You know your child best and you’ll know the best times for your child to read. If they have

special educational needs and disabilities (SEND) then short, creative activities may be the

way to get them most interested. If English is an additional language, encourage reading in a

child’s first language, as well as in English. What matters most is that they enjoy it.

Poems, rhymes and songs for each year group

 

Early years foundation stage

 

1, 2, 3, 4, 5, Once I caught a fish alive

Baa black sheep

Bobby Shafto’s gone to sea

Brush your teeth

Busy Farmer Ben

Clap, clap, hands, one, two, three

Dance, Thumbkin, dance

Did you ever see a bunny?

Dinosaurs

Down at the station

Dr Foster went to Gloucester

Five currant buns

Five little apples

Five little ducks went swimming one

day

Froggy went a-courting

Golden Slumbers

Head, shoulders, knees and toes

Here is the beehive, where are the

bees?

Here we go round the mulberry bush

Hickory Dickory dock

Horsie, horsie don’t you stop

Humpty Dumpty sat on a wall

I hear thunder

I’m a pirate

I’ve got a body

Incy wincy spider

It’s raining, it’s pouring

Jack and Jill

Little Tommy Tucker

London Bridge is falling down

Old King Cole

Old MacDonald had a farm

One finger, one thumb, keep moving

One tomato, two tomatoes

Ride a cock horse to Banbury Cross

Row, row, row your boat

Rub-a-dub dub

Sleep, sleep, little one, sleep

Ten green bottles

Ten in the bed

The bear went over the mountain

The big ship sails on the ally oh

The grand old Duke of York

The Muffin Man

This is the way we lay bricks

Three blind mice

Twinkle, twinkle little star

We’re marching in our wellingtons

When Goldilocks went to the house of

the bears

When you want to make a spell

Wind the bobbin up

 

Key stage 1

 

A cat came dancing

A sailor went to sea, sea, sea

Cobbler, cobbler mend my shoe

Diddle dumpling my son John

Down in the jungle

Five little men in a flying saucer

Five little monkeys jumping on the bed

Five little monkeys swinging from a

tree

Five little speckled frogs

Goosey, goosey, goosey

Hickety Pickety my red hen

I am the baker man

I can sing a rainbow

I have a furry kitten

I know an old lady who swallowed a fly

I went to visit a farm one day

If you’re happy and you know it

Little Bo Peep

Little Boy Blue come blow your horn

Little Jack Horner

Little Miss Muffet

Look at the sneaky crocodile

Mary, Mary quite contrary

Miss Molly had a dolly

Oats and beans and barley grow

Old Mother Hubbard

One big hippo

One man went to mow

One, two, buckle my shoe

Oranges and lemons

Polly put the kettle on

POP! goes the weasel

Ring-a-ring-a-roses

Rock a-bye, baby

See Saw Margery Daw

Sing a song of sixpence

Ten fat sausages sizzling in a pan

The animal fair

The animals went in two by two

The goats came marching

The Hokey Cokey

The magic porridge pot

The north wind doth blow

The twelve days of Christmas

The wheels on the bus

There’s a hole in the bottom of the sea

This old man

We’re driving in our car

When I was young I sucked my thumb

Wiggly Woo

Yellow Bird

How the school will support children to keep up from the start through extra practice

 

Phonics lessons are of the highest quality to reduce the likelihood that children might need

extra support.

 

Children at risk of falling behind are identified within the first three weeks of their starting in

their Reception year.

 

These children have extra daily phonics practice with a well-trained adult.

 

Each child receiving extra support is profiled to identify any special educational needs or

disability (if not already identified); any speech, communication and language needs; their

attendance; time at the school, and previous teaching.

Recommended reads

 

Lower key stage 2

 

Author/Illustrator

Title

Peter Brown

The Wild Robot

Anthony Browne

Voices in the Park

Catherine Fisher

The Snow-Walker’s Son

Tom Fletcher & Shane Devries

The Creakers

Dick King-Smith

The Sheep-Pig

C S Lewis

The Lion, the Witch and the Wardrobe

Glenda Millard & Stephen Michael King

Perry Angel’s Suitcase

Michael Morpurgo

The Puffin Keeper

Michael Morpurgo

Why the Whales Came

Linda Newbery

Cat Tales

Philippa Pearce

The Battle of Bubble and Squeak

Dave Pilkey

Dogman

Philip Pullman

The Firework-Maker’s Daughter

 

Upper key stage 2

 

Author/Illustrator

Title

Joan Aiken

The Wolves of Willoughby Chase

David Almond

Skellig

David Almond & Levi Pinfold

The Dam

Sophie Anderson

The House with Chicken Legs

River Boy

Tim Bowler

Jill Paton Walsh

Fireweed

Michelle Paver

Wolf Brother

Philip Pullman

Clockwork or All wound Up

Rick Riordan

Percy Jackson and the Lightning Thief

S F Said

Varjak Paw

Robin Stevens

Murder Most Unladylike

Shaun Tan

The Arrival

Thomas Taylor

Malamander

J R Tolkein

The Hobbit

Jessica Townsend

Nevermoor – The Trials of Morrigan Crow

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