Teachers, from Year 2 to Year 6 ( and from Term 3 in Year 1), teach, thirty-minute reading sessions every week:
Lesson 1 - the teacher models reading a chosen text, thinking aloud about their own understanding of the test; demonstrating what skills they are using (explicit teaching of skills). The teacher then guides the class in a session of purposeful book talk; digging deeper into characters, themes, plot, vocabulary etc.
Lesson 2 - the teacher poses some questions for the class to discuss, based on the text from the previous lesson. This is also an opportunity for the teacher to model how to give written answers to comprehension questions, recognising each of the reading skills involved. Following this, the children are given further questions to answer in groups, pairs or independently and are expected to formulate their own questions about the text.
Lesson 3 and 4- using a new text, which ideally follows on from the text that the children read in lesson 1, the children complete a set of written comprehension questions (no more than 5) independently. The answers to these should be explored once the children have completed their answers.
Lesson 5 - Independent reading time
Children are given a chance to read independently twice a week during two, 30-minute slots. The children choose what they read and how they read during these sessions (e.g. home reading book, free choice book, a book from a selection of books chosen by the teacher, comics, magazines etc.). During this time, the teacher assesses the children by listening to and questioning their reading 1:1. This is an opportunity to complete children's reading records.
Across the Curriculum
Teachers find regular opportunities for the children to apply the skills they are learning in English, including reading skills, in other subject areas.
Every child takes home two books. One matched their reading ability and one that they have chosen freely. The first book will support the children in developing fluency as they will be able to read the book (and enjoy it) with relative ease. The second book may need to be shared with others to be fully understood or maybe at a level lower than their reading ability, but either way, it will support the children in understanding that reading is a pleasurable pursuit as well as helping them to develop a reading preference. Children are given the opportunity to change their reading book daily to encourage them to read. Children have personal reading records to log the amount of time and what they are reading which they share with their teacher when reading 1:1 and a reading journal to share with their parents and is checked by the class teacher.