The programmes of study for reading at key stages 1 and 2 consist of 2 areas:
• word reading
• comprehension (both listening and reading)
It is essential that teaching focuses on developing pupils’ competence in both dimensions; different kinds of teaching are needed for each.
• Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar
printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised
in the early teaching of reading to beginners (i.e. unskilled readers) when they start school.
• Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop
through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils
must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world they live in, to establish an
appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words
they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure house of wonder and joy for curious young minds.
It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.
At Meadows our reading intent is to:
• Ensure our children have access to a high-quality English curriculum that is both challenging and enjoyable.
• Provide our children with a variety of high-quality reading materials & opportunities, which will enable them to develop as lifelong readers with a love of reading.
• Enhanced all children’s vocabulary and use of standard English both written and orally
• Ensure all children are confident and independent readers.
• Develop inquisitive readers who ask questions about the text – active learners For example: Child response: “I think…, because…, In my option…, The writer…so that…, …led me to think that…”
• Equip all children with the reading skills needed to successfully research areas of personal interest.
• Support children & parents in taking reading into the home. For example: home readers, reading challenge.
At Meadows we aim to be cross curricular and creative in our approach to implementing a high quality English curriculum.
Our implementation is developed through secure understanding of the curriculum and subject area.
Planning for reading
1. Long term: National Curriculum.
2. Medium term: Year group ‘Age Related Expectation’ (ARE) sheets.
3. Short term: Year group ‘Age Related Expectation’ (ARE) sheets.
Teaching of reading
‘Quality first teaching’ linked to teaching standards:
1. Know where their children are, through the use of concise summative assessment, including past SATs, prior learning assessments including phonic screening
scores & weekly spelling test scores.
2. Understand where their children need to be, through a secure understanding of year group expectations and/or pre key stage expectations also incisive, ongoing,
formative assessment e.g. marking, differentiated questioning and the expectation of differentiated responses to questions asked.
3. Know how they are going to get them there, through:
- The use of a wide range of strategies to promote independence, mastery and a love of reading.
- KS1 & KS2 receive four 30 minute, teacher led/TA, guided reading sessions each week.
- EYFS & KS1 daily phonic sessions based on Letters & Sounds and other activities.
All staff read to their children at the end of each day for 15 mins – this is called the Golden Read.
Every other Friday staff rotate around the key stages to read stories to different classes on any theme.