Intent
Our reading curriculum strives to foster a love of reading. Our pupils will develop embedded strategies and behaviours they can apply across a broad range of reading, be it for pleasure or learning.
Our reading curriculum strives to foster a love of reading. Our pupils will develop embedded strategies and behaviours they can apply across a broad range of reading, be it for pleasure or learning.
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To foster and develop a love of reading.
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A reading curriculum that is relevant and meaningful to young people that are growing up in Burbage today.
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Implementation
Phonics Children will begin learning to read and write in EYFS as part of their phonics teaching. This continues in Year 1 until pupils have mastered the phonics code. At Sketchley Hill we use the DfE validated Read, Write Inc. phonics programme. Pupils are assessed regularly to ensure they are in the right group and progress quickly. |
Decodable reading books
Pupils have daily opportunities to read decodable words both in isolation and in context, such as in their Read Write Inc. Book Bag book, which is closely matched to their developing phonic knowledge. Repeated oral reading of these texts following the Read, Write Inc programme is utilised to develop children’s fluency.
Reading lessons
Following on from Read, Write Inc. Phonics we continue to build fluency and comprehension skills through guided reading sessions using increasingly complex, language-rich texts.
We recognise that skilled reading requires fluency (automatic, accurate word reading) and language comprehension (knowledge of vocabulary, context, syntax and text structure) and plan lessons that develop both elements.
During fluency focussed lessons, pupils' accuracy, pace and prosody is developed to allow them to read with understanding. Knowledge of different sentence structures and punctuation are also developed to prepare pupils for reading increasingly complex texts with understanding.
Comprehension is further developed through discreet and incidental vocabulary instruction; broadening pupils’ knowledge and understanding of the world (context) through a broad curriculum; the high-quality texts selected; and teaching pupils how to clarify and develop meaning via comprehension monitoring and questioning.
Shared reading and wider reading
To encourage reading for pleasure and listening comprehension skills, all children across the school have a daily shared reading time where the teacher reads a challenging, high-quality story or non-fiction text modelling fluency and comprehension monitoring skills. The books are chosen to reflect the children within our school and community; opening windows into other worlds and cultures to develop empathy and context.
In addition, children have access to the class or year group reading corner of diverse, quality fiction and non-fiction to encourage a love for reading. They may select books from this area to take home and share with an adult.
As pupils’ reading develops, they will also have opportunities to read and discuss increasingly complex texts across the broad curriculum offered in other lessons, such as history, science, math and geography.
Home reading
Children are expected and encouraged to read regularly at home (ideally with an adult for 20 minutes a day, Monday-Friday). Every child will bring home:
Pupils have daily opportunities to read decodable words both in isolation and in context, such as in their Read Write Inc. Book Bag book, which is closely matched to their developing phonic knowledge. Repeated oral reading of these texts following the Read, Write Inc programme is utilised to develop children’s fluency.
Reading lessons
Following on from Read, Write Inc. Phonics we continue to build fluency and comprehension skills through guided reading sessions using increasingly complex, language-rich texts.
We recognise that skilled reading requires fluency (automatic, accurate word reading) and language comprehension (knowledge of vocabulary, context, syntax and text structure) and plan lessons that develop both elements.
During fluency focussed lessons, pupils' accuracy, pace and prosody is developed to allow them to read with understanding. Knowledge of different sentence structures and punctuation are also developed to prepare pupils for reading increasingly complex texts with understanding.
Comprehension is further developed through discreet and incidental vocabulary instruction; broadening pupils’ knowledge and understanding of the world (context) through a broad curriculum; the high-quality texts selected; and teaching pupils how to clarify and develop meaning via comprehension monitoring and questioning.
Shared reading and wider reading
To encourage reading for pleasure and listening comprehension skills, all children across the school have a daily shared reading time where the teacher reads a challenging, high-quality story or non-fiction text modelling fluency and comprehension monitoring skills. The books are chosen to reflect the children within our school and community; opening windows into other worlds and cultures to develop empathy and context.
In addition, children have access to the class or year group reading corner of diverse, quality fiction and non-fiction to encourage a love for reading. They may select books from this area to take home and share with an adult.
As pupils’ reading develops, they will also have opportunities to read and discuss increasingly complex texts across the broad curriculum offered in other lessons, such as history, science, math and geography.
Home reading
Children are expected and encouraged to read regularly at home (ideally with an adult for 20 minutes a day, Monday-Friday). Every child will bring home:
- a reading book at their independent, fluency level (Read, Write Inc. Book Bag Books for children working within the phonics programme) to read to an adult
- an enrichment book to share and discuss. For KS1 pupils, this will be a ‘Read to Me’ shared reading book from their year group area or library book; whilst in KS2 children may choose from the library and/or the class reading corner.
Impact
- KS1 pupils have completed the RWinc phonics programme and are ready for the rigours of the KS2 curriculum.
- Our End of KS2 SATS results show pupils are well prepared to access the curriculum in KS3 by being at least in line with the national figure.
- Our pupils are well-read, are familiar with a range of genres and authors and have developed a life-long love of reading.
