Intent
Our reading intent is to ensure that we provide all the children with a curriculum which is aspirational, engaging and reactive to their needs. We aim to instil children with a passion for reading which will endure beyond their academic lifetime.
In KS2, following on from Read Write Inc (RWI) we focus on three main elements of reading: fluency, closed reading and extended reading.
We also have a daily vocabulary lesson as we are passionate about developing vocabulary and want to ensure this is a key focus within our teaching across all subject areas.
Implementation
The daily teaching of a discrete vocabulary lesson guarantees that valuable words will be understood by children. There is a carefully planned timetable for the introduction of Tier 2 and Greek/Latin vocabulary. Each day a Tier 2 word or Greek/Latin root word is introduced or revised. Children engage with the word in question, creating sentences orally and the teacher uses low stakes quizzes to promote memory of these.
E.g.
During fluency sessions, an appropriate text is selected; this may be an extract from book in English, non-fiction link to wider curriculum or a poem. New concepts and new vocabulary will be identified within the text and pictures prepared where necessary.
The adult will model reading the text fluently before the children read the text in mixed partners – taking it in turns. The aim is to focus on accuracy – sounding and blending several times before it can be read accurately at a glance; re-reading a text increases number of words they can read ‘at a glance’.
Close reading is a way of analysing the finer details in a text and developing a deeper understanding of its content and meaning. We use three steps in close reading and the children are taught to use symbols. The text used can be a short extract from the extended reading book or a class text, questions are always linked to VIPERS.
Our extended reading sessions involve prolonged engagement with a longer text and focus on the development of fluency, word knowledge, background knowledge and text knowledge through exposure to the text. Extended reading should be accompanied by discussion and related questions for children to answer to probe their understanding of the text (VIPERS). Any unfamiliar vocabulary and concepts should be discussed as they are encountered in the text although this can be done before reading begins where the teacher deems it necessary. Roughly 2/3 of the lesson should compromise reading and 1/3 of the lesson to compromise discussion.
Where necessary, pupils continue to be supported to develop their phonological awareness with additional support through one to one or small intervention groups using the Read, Write Inc. scheme of Fresh Start (UKS2)or Fast Track Tutoring (LKS2).
We have a huge array of interesting reading material for the children in our school library. Children visit the school library once a week where they can ‘read for pleasure’. Reading is celebrated throughout the school year with Parent Lunches, Bookfest and World Book Day.
Pupils have access to a class Reading Spine to encourage them to read books with; archaic language; non-linear texts; complexity of narrator; complexity of plot/symbol and resistant texts. These texts are shared during daily story time. Other quality texts linked to topics or the children’s interest may also be shared in this daily 20-minute session.
All children are expected to read at least 3 times a week at home. Children accessing RWI will have a phonetically decodable book that is matched to the level they are working at. Progressing from RWI, children will access a range of books from Oxford Reading Tree based on their reading age until they become a ‘free reader’.
Alongside this book, each child will also have a book from our school library or reading area in class. This sharing book will be chosen personally by each child to share at home. This is
to encourage reading for pleasure and develop awareness of a variety of authors and text types.
The ‘regular readers raffle’ encourages frequent reading at home. Children earn a raffle ticket each time they read at home, and this is put into a draw for Friday Celebration Assembly. There are two winners each week, one for EYFS/KS1 and one for KS2. Winners choose a book of their choice to extend their own personal library and a crocheted ‘reading buddy’ to keep.
Impact
Through the teaching of the different elements of reading, both the teachers and pupils assess their learning continuously throughout the lesson. Pupils are also encouraged to self and peer assess – partner work and peer assessment is key throughout reading in school, from EYFS phonics right up to UKS2 reading lessons.
We use formative and summative assessments for reading. Each term, children complete the NFER reading papers or a practice SAT paper, depending on age and stage. In the Summer term, Year 2 and 6 complete a Reading SAT. Salford Reading assessments are carried out termly with those children not following RWI to determine reading age. Dibels fluency assessment is also carried out termly.