Reading

Implementation

In the Early Years, big book shared reading is used to develop children’s love of reading as well as understanding the mechanics of reading. Each shared reading session has a focus on word to word correspondence, the recognising and remembering of key words, as well as a discussion about characters, setting and events. It also allows children to have a firm foundation in traditional story structures. Children are also exposed to various types of print in the environment, such as shop logos and brand symbols, as well as recognising their own names as a pre-cursor to reading.

Whole class reading texts have been chosen to support and deepen the knowledge of the wider curriculum. Genres are revisited in different Year Groups to help develop children’s understanding of structures and writer's tools to engage the reader. Books have also beenchosen to reflect the diversity of our modern world. Extracts are also used to ensure children are able to identify different structures and purpose of writing, including poetry.

A skills progression, developed from the National Curriculum and using the contents domains is used to support planning in each Year Group.

Reading Skills Progression.xlsx

In the teaching of reading VIPERS (Vocabulary, Inference, Prediction, Explain, Retrieval, Summarise) is used to ensure all children develop the knowledge and skills to analyse and understand a text. Vocabulary and retrieval skills are visited in every lesson to ensure security in these vital skills.

Inference, prediction, summarising and explanation are taught explicitly in lessons so that children learn how to have a reader’s voice (they can internalise their ideas, views and feelings about characters and events).

ks1_reading_vipers.pdf

ks2_reading_vipers.pdf

APE Responses.pdf

Bronze (one answer), Silver (more than one possibility) and Gold (personal opinion, justification) questions are used to develop deeper answers. Children are expected to respond using APE (Answer it, Prove it, Explain it).

What a Reading lesson at WHA looks like

Untitled presentation

Idiom of the Week - to develop children's understanding of language

VOCABULARY

Vocabulary - specific to the part of the text studied that lesson is shared beofre reading, with visulas to support.

Bronze, Silver and Gold

Bronze, Silver and Gold Questions - used in whole class discussion to develop answers and to check understanding of the text.

Independent Task

Independent Task - children show their own understanding of what they have read and are encouraged to use APE to formulate their answers.

accelerated-reader-presentation-to-parents.pdf

Children in Years 2 to 6 use the Accelerated Reader Programme to develop their independent reading. They complete a Star Reading Assessment at the beginning of each term to ensure their ZPD (Zone of Proximal Development) is accurate to ensure they make the best possible progress. Everytime a child finishes a book they take a quiz to ensure they have understood what they have read.

Children can also access MYON (https://www.myon.co.uk/login/) - an online library that is linked to Accelerated Reader. This can be used at home and in school.

The school opens from 8.30 each morning to ensure our children have daily reading practice and so that theey can be supported with their reading in school. We also encourage our parents to read with their child at home and record this in their Reading Diary.

Impact - How will we know we have achieved our aim?

Reading is the key to all learning - without this skill children struggle to access the rest of the curriculum. Our systematic approach to the teaching of phonics and reading ensures children receive intervention when required to ensure they make progress.
Children engage with high quality texts.
Children read for meaning and pleasure.
Childre read in other subject areas developing their knowledge and understanding of the world.
A high number of children achieve the expected standard or above.

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