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Reading

Reading Overview

At Uplands we aim to provide the children with a curriculum which is broad, well balanced, stimulating and exciting. We wish to develop a passion and instil a lifetime love of reading. Reading is a fundamental skill that crosses over many subjects.

Making sure children become engaged with reading from the beginning is one of the most important ways to make a difference to their life chances. For this to happen, however, children need to learn to read as fluently as possible and be motivated to continue reading. Children who are good at reading do more of it: they learn more and expand their vocabulary. We must ensure that for those who find reading difficult are targeted.

Reading Intent

Reading is prioritised to allow pupils to access the full curriculum. The programme of study meets the requirements of the National Curriculum 2014. While at Uplands we aim to provide opportunities for pupils to read widely across both fiction, non-fiction and poetry books to develop their knowledge of themselves and the world they live in. We want them to establish an appreciation and love of reading to gain knowledge across the curriculum and develop their comprehension skills. By the end of the Key Stage it is our intention that children enjoy reading, read fluently and are able to confidently discuss the texts they read.  Books are chosen to develop vocabulary, language comprehension and the enjoyment of reading. Children are also taught the natural link between reading widely and purposeful writing.

 

Reading Implementation

English lessons are taught on a daily basis with a joint focus on reading and writing. Book Talk occurs 4 times per week where the children practise their reading and their skills. Teachers vary their Book Talk groupings depending on the texts, the Gems (Domains) and the needs of the children. The children through a positive, inclusive and caring environment talk competently about the books using a range of Gems. (Domains) The teaching of reading provides opportunities for group work, mixed ability work, whole class teaching, independent work, peer assessment and self assessment. Comprehension lessons occur once a week where again reading skills are taught. These reading skills are also further developed and encouraged across all the curriculum.

We have a banded reading scheme so that children choose books appropriate for their ability. There are a range of books available. We don’t follow one particular scheme but have books from various publishers such as Oxford and Collins. When they reach a reading age of 9 ½ children can read books from our book corners, our library and from home as their reading book. The range of books available includes many by well-known and popular authors. With the consultation of the children, these are updated regularly.  The children have opportunities to read their books individually to their teachers and teaching assistants. Once completed the children do a reading journal activity based on our Gems. (Domains)

At Uplands when the children arrive from their infant school the children who did not pass their Year 1 phonic test will be retested. Year 3 children who find reading the section 1,2,3 sounds hard are then targeted for extra learning support, where they revise and practise the sounds. Year 3 staff also revisit the sounds during their lessons. We use the RWI programme. Children are also targeted for 1:1 RWI support across the school.  Children can take RWI books home to practise their sounds and a banded book for the love of reading. RWI resources are updated and added to when necessary. Across school other reading interventions occur to meet the needs of the children.

 

A range of curriculum enhancements in reading also occurs. This includes, Starbooks Reading Award, World Book Day, Authors in school, Roving Book Fairs, sponsored events, link with the Rotary ‘Books for home’ scheme, development of reading corners, use of our school library (children can borrow books), development of our reading shed (on the playground) and much more.

 

Reading Impact

By implementing the intent, children should be confident in the following areas:

  • Reading a range of texts

  • Discussing and comprehending texts using our Reading Gems

  • Reading fluently

  • Applying knowledge and skills from an English lesson to other areas

  • Enjoying reading and foster a “love of reading”

 

As well as our day to day reading assessments, through-out the year children take part in a variety of reading tests. They complete NGRT11 reading tests and baseline, midline and endline Local Authority assessments. This process helps teachers target specific areas of reading. Reading fluency across the school also makes the teachers aware of children’s reading speed. We also deliver various reading interventions across school to strengthen children’s learning. As a junior school, we target children who still need to develop their phonic knowledge when they join ensuring gaps are addressed.

 

It is the role of the reading champion to ensure continuity and progression across the whole school. It is carried out through the following opportunities: book trawls, learning walks, pupil voice, year group moderation, data analysis and subsequent targeted support.

How to pronounce phonic sounds

 

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