Reading Curriculum
Reading at Great Wishford
No challenge too big, no child too small- for with God nothing will be impossible (Luke 1:37)
Intent
At Great Wishford, we place books and reading and vocabulary at the heart of everything we do, as tools to gain knowledge, develop emotional literacy , and to inspire readers for life. We aim to:
- promote a love of reading through books as doors and mirrors where pupils connect with the world and peoples around them, learning about themselves and our key values: creativity, friendship, truthfulness, service, perseverance and respect.
- link our history, geography and science topics with our English curriculum, so that pupils are immersed in fiction and non-fiction which supports and enhances their learning.
- ensure that explicit teaching of reading skills and strategies supports pupils in accessing all subject areas and their world.
- Expose pupils to a range of quality texts which means they become fluent and accurate in reading across a variety of genres and styles. We apply a consistent approach to teaching reading across the school, in order to close gaps and ensure that all children leave in Year 6 being able to read to learn.
Implementation
We believe that the acquisition of the phonetic code, fluency and proficient comprehension as an entitlement for all children has the power to transform lives; it enables them to access the whole curriculum and engage more fully with the world around them. We ensure as many opportunities as possible during the school day to read, enjoy, share and discuss books.
Learning to Read
We follow a systematic approach to teaching phonics, using the Little Wandle Letters and Sounds Revised programme. The teaching of phonics begins in Reception, and continues daily to at least the point where children can read almost all words fluently. This provides children with the skills they need to begin to read words, captions and whole sentences as soon as possible.
Focused reading practice: In Reception and Year 1, children practise reading using Little Wandle Big Cat decodable books that are closely matched to their developing phonic knowledge. Our children reread the same text multiple times to develop their comprehension and fluency which includes their accuracy, automaticity (rapid recall of whole known words) and prosody (reading with expression).
Daily Reading practice: Pupils in all classes have opportunities to read daily; in reading groups in EYFS and KS1, or whole class reading or independent reading in KS2. Pupils also have opportunities to read in other subjects across the curriculum. Pupils who are less fluent will read regularly 1:1, with a focus on the lowest 20%. Pupils are given opportunities during story-time to read to each other.
Support to Keep up and Catch up: Until pupils are fluent readers, ‘Keep up’ sessions are used for pupils who teachers identify in on-going assessment as needing more support in consolidating their phonics knowledge. KS2 pupils who need more support in developing their reading skills receive intervention on an individual or small group basis if they need support in addition to whole class reading.
Access to appropriate books: We recognise the importance of reading at home to practice and embed reading skills. Pupils in R/Yr1 take home their Little Wandle book and a sharing book to enjoy with a grown up. Fluent readers in KS1, and all KS2 pupils can access the library once or twice a week to choose a book appropriate to their reading level.
Support at home: Pupils all have a reading record to keep track of their reading and provide a link to school. In all years teachers monitor pupils’ reading to decide when it is appropriate for them to move up a level. In KS2, teachers also monitor reading frequency and choices to expand their interest where needed. Children are expected to read for a minimum of ten minutes every night, and there is a reward system for regular reading.
Reading for meaning
Explicit teaching of reading skills and strategies: In EYFS and Yr1, pupils practice comprehension as part of the their reading practice. As soon as children master the alphabetic code and can read fluently, in Year 2, we begin to use a whole class guided reading model. Reading lessons are daily for 30 minutes. Clearly structured units and lessons to ensure progression of skills and reduce the cognitive load. Pupils also have the chance to apply reading skills and strategies as part of ‘Everybody Reads’ - a starter at the beginning of non-core subjects, where pupils read an extract either linked to prior learning or to prepare them for the ideas and vocabulary they will encounter in new learning.
In whole class guided reading, pupils read books which are well-chosen to match the topic drivers (science, history, geography) and also to ensure that pupils access a range of texts that they would otherwise not experience. Non-fiction, poetry texts and graphic novels are also used to explicitly teach skills and strategies. Every week is structured in the same way so that pupils know what to expect, lessening the cognitive load; pupils access the vocabulary in the text, focus on a specific skill or strategy and talk about books to further engage with the text and share recommendations. Pupils also are taught how to apply their own PAG knowledge by explore authorial choices. Within the weekly structure, there is a combination of new reading and recapping. The teacher models prosody and fluency, pupils have the chance to read to each other and independently, with support provided to those who need it to ensure they can access the texts. Pupils demonstrate their learning through a mixture of discussions, group work and written responses. Teachers assess daily through questioning and providing feedback orally, and through monitoring the quality of pupils’ responses.
Love of reading
Access to quality texts: The school library is currently being updated to ensure that pupils have access to a range of relevant, diverse and engaging texts. Classroom libraries are also being restocked with a reading spine of quality fiction and non-fiction.
Allocated time for independent reading : Pupils are encouraged to start the day with independent reading, and in KS2 are expected to have a reading book on their desk during the day.
Daily story time and reading together: Story time happens in every year group, to ensure the children are read to everyday and share, discuss and enjoy the endless possibilities of books. The choice of text is shared with pupils, and sometimes includes the guided reading texts. There is also a reading club where pupils from across the school meet to share and enjoy books in the library.
Impact
By engaging with high quality texts, children read with enthusiasm and enjoy talking about their reading. Learning in history, geography and science is enhanced; this can be seen in topic books, and also in the content of children’s writing where the text is used for writing stimulus. Pupils are able to discuss current affairs with greater sympathy, empathy and knowledge by making links to the reading and values they have explored through the texts. Children can read for meaning in other subject areas, and as a result their understanding of the world is enhanced.
We aim for pupils to achieve the age-related expectations for reading, and those that find reading challenging are targeted for intervention to catch up and make progress. Pupils can read and make sense of a variety of texts – not only evidenced in NFER assessments, but in their readiness for transitions to the next stage of their education.