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Priory Woods School & Arts College

Priory Woods School & Arts College A Special Place to Learn


Reading in Semi-formal Lower School

  • Signing, symbols, signs and pictures displayed around class, e.g. choosing own dinner from menu
  • An inviting Reading area in classroom for child led reading for pleasure, includes different texts such as  catalogues, magazines, fiction and non –fiction books. 
  • Computer and iPads with programs such as Lexia and other apps/programs to access reading.
  • Reading for purpose in classroom role play area, e.g. reading menus, prices, taking orders.

Reading in Semi-formal Upper School

  • Inviting and interactive reading areas in the classroom, with activities, costumes and props linked to the stories.
  • Use of SALT functional communication skills to support reading in the role play areas.
  • Group reading and stories being listened to in class.
  • Sensory stories and small world areas to support retelling of stories.
  • Signing and use of  Talk for Writing techniques to support retelling stories.
  • iPads and apps such as movie maker to motivate students in engaging in reading.
  • Use of Communicate in Print symbols  to support independent reading.
  • Reading and speech work using communication aids and speech and language programmes e.g. When I go to school. 

Reading in Semi-formal Post 16

  • Individual reading or listening to text with staff during English lessons. Peer tutoring is also encouraging.
  • Reading opportunities available in all lessons. Use of different texts including using the whiteboard, iPads , magazines and books are readily available.
  • Functional reading in the community– real menus, timetables, reading prices, recognising and understanding signs in the community. 
  • Creating real life opportunities in line with preparation for adulthood—Following recipes, reading a bus or event timetable, shopping lists, reading washing labels, using household appliances, simple letters, appointment cards and personal calendars.
  • Creative reading—reading scripts, reading music, researching artists or dance techniques.
  • Using reading material in other ways in order to spark interest and engagement, for example using print in art work.
  • Signs and symbols displayed in rooms as reference points.