Reading:
Intent
At Barming Primary School, the intent of our Reading curriculum is to deliver a curriculum that instils a lifelong love of literature in our children through reading for pleasure. We strongly believe that it is every child’s right to learn to read and to develop an enjoyment of reading. Our children have access to a wide range of high-quality texts both in the class libraries and the year group phase libraries. Through reading a wide range of texts both for personal enjoyment and quality texts shared in whole class guided reading lessons, pupils at Barming Primary School have opportunities to develop their cultural, emotional, moral, social and spiritual understanding of the world.
Our Reading curriculum intentions are to:
Implementation
Early Years and Key Stage One (Years 1 & 2):
Whole Class Book Share Session:
Key Stage Two:
Whole Class Reading:
Each of our classes are taught in a whole class reading lesson based on their class text in a daily 30 minute lesson. Our children are taught through our READS sequence.
For those children who are working out of key stage, and/or in which the complexity of a novel may not be understood, additional text share of alternative texts may be provided as well as providing additional support in Read Write Inc Phonics if children still need to develop their decoding or fluency skills.
The READS sequence lessons will vary depending on the reading aspect being taught and the purpose. One full sequence will cover lessons throughout one school week.
Our READS Sequence represents:
R | Role model reading An opportunity for the children to hear adults reading aloud to the class to model prosody, fluency, expression and intonation. Children participating in the repetition of reading texts using choral and paired reading to help develop fluency in their reading. Sessions allow children to practise using repeated reading of an extract or same passage to demonstrate how fluency can then allow them to make meaning. Allows them to build stamina in reading passages. Mixed ability pairs. |
E | Extended read An opportunity for more teacher modelling, ‘thinking aloud’ when encountering a new word/phrase. Using etymology of words. Modelling how to make meaning. Allow children to build stamina in reading longer passages. Teacher continuing to read aloud as well as choral and paired reading. |
A | Analyse reading A sustained, detailed analysis of a short text or extract. Opportunities to begin discussion of themes, vocabulary choices, literary devices, plot points or character analysis (not all in one week!). For example, could be author’s use of metaphors or identifying where/how an author is building suspense. |
D | Discuss reading An opportunity to discuss a particular focus or aspect of the extract or text as a whole. Opportunities for whole class discussions and debates about key questions for consideration. Paired and group discussion. Responding to a question and finding evidence to justify opinions and responses. Find it and respond orally. Reasoning and making links to other texts they know as well as knowledge of the world. |
S | Summarise learning Summaries could be in the form of a written response or a response that could include:
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Throughout all lessons, there will be lots of opportunity for discussion in making predictions, drawing inferences, grammar and punctuation, vocabulary development, features of the text type, questioning, making links with existing knowledge of other texts, summarising, fluency, intonation, character and plot development as well as an interweaving with the children's writing skills and the use of the WRITE sequence.
Reading for pleasure – at school and at home:
EYFS, Years 1 & 2
Individual Reading In Years R - 2 provides opportunity for the children to be provided with two books per week. One of these books will be closely matched to their phonic/reading ability and will be a book from the Read, Write Inc. Phonics programme. The other book is chosen by the child and may or may not be phonetically decodable. The second book is to be shared with the adults at home for enjoyment.
Key Stage Two
Children in Years 3 - 6 will have opportunities to access books from class or year group phase libraries. Children are heard to read at least once over a 2 week period. For those children continuing to develop their fluency, they will be heard to read more often by both the class teacher and teaching assistant.
During 1:1 reading sessions, adults will be assessing fluency which will also be demonstrated through correct expression, intonation and pace to reflect the content of the novel. Children will be signposted to alternative texts where needed.
Impact
The impact of our reading curriculum is:
We want all our children to be able to articulate how they are taught reading and how this impacts the choices they make as a reader. Children are being prepared for the next stage of their education through this thorough cohesive approach so that they can read at an age-appropriate level and fluency. This is to ensure that they can access the wider curriculum.
Recommended Reads
We are very fortunate to have over 400 titles in our phase library areas in Years 3 & 4 and Years 5 & 6. We want the children to be enthused about books they are reading and have introduced new novels in a range of genres, non-fiction titles based on current affairs and interests of our children, poetry and graphic novels. In our corridor library in Years 1 & 2, the children have a huge choice of different books that appeal to their interest to share and enjoy at home. In addition, the children also bring home their Read Write Inc Phonics book to be read which will be matched to their phonic knowledge.
The book titles filling our shelves are based on the recommended reading lists generated by the Reader Teacher. Please see the recommended reading lists for years 3-6. How many has your child read?
Check out new release recommendations and suggestions at following website: https://www.thereaderteacher.com