Accelerated Reader in KS2
Accelerated Reader is a programme used widely across the country to help teachers to monitor independent reading and track progress.
How it works
From Year 3, after sitting a diagnostic ‘Star Reader Test’ using an iPad, your child will be given a ‘ZPD’ which is a range of books that are pitched at exactly the right level for your child – including an appropriate amount of stretch at the higher end of their ZPD. For example, your child may say that their reading range is 2.2-3.2 and that they are reading from the ‘blue’ box. The ZPD is allocated by the programme and is based not only on the child’s word recognition but also their comprehension of a text.
The children will then choose a book within their level to bring home to read. Please try to support your child to re-read these books, or sections of them, to build up pace, fluency and understanding. It is possible that your child may revisit books they have already read. This is an important element of reading at primary school, as not only does it allow children to develop their fluency, but it also gives them opportunity to develop their comprehension skills. Any conversations you can have with your child about their reading and their understanding of what they have read will be extremely beneficial. Please speak to your child’s class teacher if you would like any further guidance on this.
When they have completed a book, your child will have an opportunity to complete a quiz based on what they have read. Children can have the book with them to refer to when they answer questions. They will then be able to return their completed book and choose a new one.
Renaissance have produced the following guide for parents:
Further information about Accelerated Reader at Broke Hall Primary School can be found here:
In English we aim to develop skills and confidence in reading, writing and communication.
At Broke Hall Primary School, we intend for all of our children to develop a love of reading which is sustained throughout their lives. To support this, we have designed a robust reading curriculum, which includes texts written by a diverse range of authors. From plays and stories which celebrate British literary heritage through to modern classics which deal with current global issues, all children will explore these texts through our whole class guided reading approach.
Competent readers will have excellent phonic knowledge and skills along with an extensive and rich vocabulary. Children learn to use phonic skills when reading and to apply their phonic skills to their written work. We encourage children of all ages to read with increasing fluency and accuracy, and across a wide range of contexts, throughout the curriculum. Although comprehension is an important part of reading in school, we also emphasise the importance of reading for pleasure.
One of the key foci during the Reception year is to teach children how to read using a variety of strategies. We know that learning to read is very much an individual process, therefore we provide each child with the support they need. The level of support may differ from one child to the next. The school currently uses ‘Oxford Reading Tree’ as the main scheme to support reading.
We teach children to read using many different strategies. Through our daily reading activities and phonics sessions the children will acquire the fundamental phonic knowledge and skills they need to be confident in blending and decoding sounds and words. The school currently use ‘Letters and Sounds’ and ‘Phonic Play’ to support the teaching of phonics. These skills are vital if children are to become fluent readers and writers.
Teachers and teaching assistants share picture and story books with the children as part of the daily routine. Other resources used to support reading include the Jolly Phonics songs, big books, story books, online resources, a variety of phonic games, flash cards and shared sentence construction. The teaching and learning is also supported through the use of the interactive whiteboard and computer programs.
Once children have a reading book they will read to their teacher or teaching assistant every week either individually or as guided reading with a small group. Reading books are changed frequently.
When children move into Key Stage One, they continue to participate in a daily phonics lesson. These lessons are active, engaging and involve learning key sounds (phonemes) and their written representation (graphemes) through the use of singing, interactive games and direct teacher input. The children are grouped according to their ability so that phonics teaching is linked directly to their needs.
In Key Stage 2, during the daily reading sessions the children complete a range of reading activities. These may include book reviews; guided reading sessions; dictionary and thesaurus work; library skills; word games and reading for pleasure.
In addition during guided reading sessions there is an opportunity for each child to revisit and practise reading strategies and become involved in discussions about texts with the teacher and their peers.
Broke Hall Library
Reading at school is supported by the school’s extensive library. The school librarian regularly promotes books, organises visiting authors, arranges book fairs and delivers SHARE sessions for parents and children, all of which engage and develop the children’s love of reading.
Reading at home
We value the support and time that parents can give to their children at home with their reading and encourage parents to share reading books with their children at home regularly.
From time to time, along with a reading book or library book, children will take home a variety of different reading resources to share with their family. These may include a selection of key words to learn, phonic sounds wallets, phonic matching activities, reading homework activities and reading journals.
Make reading fun with the following website which encourages reading through games.
Teach Your Monster to Read (Click on the link)