Christ Church Pellon C of e VC Primary School

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English: Reading

Subject Leader

Mrs Tordoff

Subject leader for English

Intent

Our curriculum intent for Reading is to ensure that by the end of their primary education, all pupils can read fluently and with confidence. We value reading as a key life skill and see a great importance in children developing a love of reading which in turn supports their breadth of vocabulary.

Ensuring that the statutory requirement of the National Curriculum is met, pupils will develop their skills in word reading and comprehension by both listening and reading to texts.

The aims for Reading are:

  • To develop early readers’ phonetical knowledge in the early teaching of reading
  • Creating a reading culture where children are exposed to a range of high-quality texts and have easy access to a wide range of different literary genres
  • To provide children with explicit comprehension skills

Implementation

EYFS and Year 1

In EYFS and Year 1, phonics is taught daily using the Letters and Sounds programme as the route to decode words. Daily phonics sessions teach pupils how to segment and blend using their phonic knowledge which is then consolidated during both teacher-led inputs and independent activities (or in continuous provision areas in Reception). Teachers ensure that pupils’ reading books match the relevant Letters and Sounds phase and that they have regular opportunities to read 1-to-1 with an adult in school. Pupils can also share their decodable text with a parent or carer daily. Children who require additional reading support benefit from the ‘Star Reader’ scheme and read each day. The class benefit from teacher-led Guided Reading sessions so that they learn how to read for meaning. In Literacy lessons, text-based units are taught so that children share in the joy and emotions involved in reading. Stories are regularly read to children so that they develop a joy of reading; a wider vocabulary and experience a range of genres and texts beyond what they can read themselves.

 

Year 2

The teaching of phonics continues in Year 2 and is taught alongside more formal comprehension skills. Previous phonic phases are consolidated to support decoding skills and fluency in reading. Children continue to read books that are fully decodable but by the end of the year, many children will be reading age-appropriate banded books. Pupils can also share their decodable text with a parent or carer regularly. Children who require additional support continue to benefit from the ‘Star Reader’ scheme and read every day and are also coached by a Year 6 Reading Buddy to develop their fluency. Pupils are taught a wider range of oral and written comprehension skills during daily Guided Reading sessions. Children are also introduced to the VIPERS scheme for teaching reading comprehension which supports children with the vocabulary, inference, prediction, explanation, retrieval, sequencing and summary skills, and this is taught through a range of activities in English lessons. Text-based units continue to be taught so that children share in the joy and emotions involved in reading.  Story time is time-tabled daily so that childrens’ imaginations and language is developed and that they experience a range of genres and texts beyond what they can read themselves.

 

Year 3

In Year 3, phonics is used as part of every-day English teaching so that children’s understanding is consolidated.  Children at aged related expectations for reading move onto the Accelerated Reading Scheme which is made of a wide range of texts matched to their interests.  This scheme provides a ZPD or banding for each child who can then choose a book at their own level. Following completion of each book, the pupil completes an on-line quiz which enables the teacher to assess understanding before they move on to the next book in the phase.  A regular assessment is made of the children’s banding level. Pupils can also share these texts with a parent or carer regularly. Children who require additional support for fluency continue to benefit from the ‘Star Reader’ scheme and read regularly on a 1 to 1 basis. As children are now more fluent readers, more in depth comprehension skills are taught via the VIPERS scheme as a whole class approach. However, vulnerable readers continue to benefit from smaller group Guided Reading sessions to build up independence, vocabulary and core reading skills. Story time continues to be time-tabled daily so that childrens’ imaginations and language is developed and that they experience a range of genres and texts beyond what they can read themselves.

 

Years 4 – 6

As children’s reading becomes more fluent in KS2, there is more of a focus on developing comprehension skills. These are taught twice weekly via the VIPERS scheme as a whole class approach. However, vulnerable readers continue to benefit from smaller group Guided Reading sessions to build up independence, vocabulary and core reading skills. Children at aged related expectations for reading continue to use the Accelerated Reading Scheme which is made of a wide range of texts matched to their interests.  This scheme provides a ZPD or banding for each child who can then choose a book at their own level. Following completion of each book, the pupil completes an on-line quiz which enables the teacher to assess understanding before they move on to the next book in the phase.  A regular assessment is made of the children’s banding level. Pupils can also share these texts with a parent or carer regularly. In Years 5 and 6, children use the Reading Plus Literacy Intervention Program which is a range of on-line text designed to check comprehension skills via a series of tasks and quizzes. Children have access to this both in school and at home via a protected password and they can compete against themselves; their peers and other schools to increase their reading speed, fluency and comprehension.

Curriculum Policies

To see all of our policies concerning the curriculum click the link below:

Curriculum Policies

Links to other resources to support English