The Importance of Reading
There can be few things as powerful as regularly reading to a young child. It has astonishing benefits for children: comfort and reassurance, confidence and security, relaxation, happiness and fun. Giving a child time and full attention when reading them a story tells them they matter. It builds self-esteem, vocabulary and feeds imagination. The National Literacy Trust https://literacytrust.org.uk/blog/reading-children-so-powerful-so-simple-and-yet-so-misunderstood/
We believe that reading is at the centre of learning. We base our reading on well-known authors and children are given the time to immerse themselves in stories.
We ensure that early language development is key to opening up a whole new world of vocabulary, provide age-appropriate phonics provision and promote a love of reading by immersing children in books and bring reading to life.
We LOVE reading!
Below are photographs of the children enjoying reading both at home and at school.
There is no friend as loyal as a book. – Ernest Hemingway
Reading is an important part of our curriculum and is an integral part of all of our lessons. At Brierley Primary, we teach reading through:
Discreet comprehension lessons: At Brierley Primary, we teach lessons which focus on developing pupils’ level of understanding of the text, through discussion, written and oral tasks; and the exploration of new vocabulary. Pupils will be taught to retrieve, infer, predict, summarise, analyse and evaluate a whole class text. The texts that teachers will use will be linked, as much as possible, to the topics being studied in class. For example, Year 4 study Romans in history and comprehension tasks can be linked to the study of Romans to support subject knowledge and reading comprehension skills. To supplement and enhance the reading curriculum, we link both fiction and non-fiction comprehension texts in order to provide a context for children's reading, build subject knowledge and immerse them in a variety of text types. In turn, this will support their understanding of the text and allow them to answer questions with increased independence and skills.
Reading for pleasure: At Brierley Primary, we encourage our pupils to read for pleasure and to read widely. During this time, pupils explore a book of their choice, developing their reading skills and their ability to understand the author’s intent, connections and links to their own experiences. Children will be able to change their books regularly once they have read the book fully and have achieved 80% or higher on the AR test. Children are able to choose a book from the appropriate ZPD code (see below for explanation on how Accelerated Reader is used to asses reading levels). Children will be listened to on a weekly basis, with some individuals listened to daily. A short summary is written in to the child’s home reading log. Parents are also encouraged to listen to their child read and comment to give praise or raise any issues.
Each classroom has a reading corner and children are able to choose a book from it that they may read for pleasure. Within the reading corner, there are a range of genres to support and enable children to read a range of different texts. In addition, the school library is available for children to use as a reference tool for supporting their learning in the curriculum. For example, if children are studying rivers in geography, they can borrow a book to help them learn about the different stages of a river, current and/or natural disasters such as flooding.
Independent Reading: At Brierley Primary pupils are tested regularly to assess their reading age, ensuring that pupils are reading the most appropriate books. Reluctant readers, or those pupils who struggle with reading are heard reading every day to ensure that they make expected progress. Each Key Stage within the school focuses on age appropriate skills and uses a range of strategies and interventions to support the pupils. In EYFS, reading is taught through shared reading, using large print books and picture books. Pupils are taught the process of reading; learning that words and pictures have meaning. Through a range of practical activities children learn familiar stories. Pupils explore skills such as sequencing, prediction and retrieval. Using the Read, Write Inc phonics programme our pupils are taught the initial sounds.
In Key Stage 1, we use Read, Write Inc for our phonics programme. Phonic awareness helps the development of reading by segmenting and blending sounds (please see phonics for more in depth explanation). As they progress though the RWI scheme, the children then move onto the Accelerated Reader programme until they leave us in Year 6.
Accelerated Reader Programme
Once children have successfully completed the RWI scheme and are achieving Age Expected reading levels, they will be base lined using the Accelerated Reader programme. This baseline will ensure that each child is given a book that is specific to their level of reading and understanding. Accelerated Reader will also assess reading ages so that this can be closely monitored throughout school.
How Accelerated Reader works
Once the baseline assessment has been completed, the children will be assigned a ZPD code and signposted to the appropriate books for selection. This ensures the children are reading within their correct level for support and challenge. Once each the child has finished reading the book, they will complete an online test that will assess their progress in word recognition, fluency and understanding. If the child achieves 80% or more, they are able to select a new book within their ZPD code or move up if deemed appropriate. Accelerated Reader encourages children to earn points and rewards for completion of these online tests and other interactive comprehension based quizzes.
Whole Class Reading
KS1/2 teaching and support staff will listen to children read individually and in groups. Reading is taught through a whole class reading approach using age appropriate class text carefully selected to enthuse the children and expose them to a sophisticated range of language and vocabulary. Pupils are encouraged to explore vocabulary, prediction, sequencing, making inferences and retrieving information in their independent reading texts.
In Year 1 (Summer term) through to Year 6, we use the VIPERS strategy to focus on specific reading skills such as: vocabulary, prediction, sequencing, making inferences and retrieving information, ensuring that they are able to make justified responses using evidence from the text. In KS1 each guided reading session will focus specifically on development of one VIPERS skill, for example, an entire guided reading session would be devoted to developing retrieval skills. In KS1 we base a lot of guided reading questions around the ‘Retrieve’ VIPER and balance the other VIPERS appropriately. In LKS2, there will be an independent focus task on a specific skill (for instance prediction) followed by a session devoted to mastering a specific VIPERS skill – the choice of which will be informed by teacher assessment and the opportunities for challenge based on the text. In UKPS2, a specific blend of VIPERS skills will be taught and applied during each guided reading session. This again will be based on the knowledge, skills and abilities of the children and opportunities for challenge provided by the class text.
Children are encouraged to orally speak the answer before writing anything down acknowledging their first answer may not always be their best. We use a maximum of 5 questions each session to ensure children have time to provide quality answers. At times children are given sentence stems and vocabulary that is expected to be used within their answer.
Children are encouraged to provide evidence for their answer based on a text extract or a picture they have seen in the book. Where appropriate, children are encouraged to use evidence from a range of different places within the text.
Class Book Choices
Each year group will have a minimum 3 main books each academic year, supplemented and enhanced by other text types such as poetry.
Year 1 - The Tale of the Naughty Little Rabbit, The Storm Whale, The Tiger Child, Jabari Jumps, The Emperor of Absurdia and Cinnamon.
Year 2 – The Lighthouse Keeper, Katie Morag, Dread Cat, Flat Stanley and The Twits.
Year 3 Charlie and the Chocolate Factory, Iron Man and The Boy Who Grew Dragons.
Year 4 Charlotte’s Web, The Lion, the Witch and the Wardrobe and The War Horse.
Year 5 - The Hobbit, Who Let the God's Out and Room Thirteen.
Year 6 - Macbeth, Once, Now, Then (Series of three short stories) and The Nowhere Emporium.
These books are then used to engage the children in their writing. For example, in Year 4 the children will write a non-chronological report about spiders in Autumn and a narrative incorporating the vivid descriptions from The Lion, the Witch and the Wardrobe in Spring. Pupils also have the opportunity to explore a wide range of fiction and non-fiction texts in their foundation lessons, which are based around age appropriate texts linked to the topic being studied.
Discreet comprehension lessons: At Brierley Primary, we teach lessons which focus on developing pupils’ level of understanding of the text, through discussion, written and oral tasks; and the exploration of new vocabulary. Pupils will be taught to retrieve, infer, predict, summarise, analyse and evaluate a whole class text. The texts that teachers will use will be linked, as much as possible, to the topics being studied in class. For example, Year 5 study Ancient Egyptians in history and comprehension tasks can be linked to the study of the Egyptians to support subject knowledge and reading comprehension skills. To supplement and enhance the reading curriculum, we link both fiction and non-fiction comprehension texts in order to provide a context for children's reading, build subject knowledge and immerse them in a variety of text types. In turn, this will support their understanding of the text and allow them to answer questions with increased independence and skills.
Monitoring and Assessment of Reading
In guided/shared reading we encourage children to orally talk through their answers and ensure it is the best they can give before writing anything down. We also acknowledge it is good for children to also be able to formally record an answer. Children can do this in a variety of different ways such as discussing the answer first with peers and/or an adult and then writing their best answer, working individually and then editing their answer accordingly after discussion or orally discussing 1 or 2 of the questions and writing down the others working individually.
During this reading session teachers focus on specific children during the session, this may mean hearing them read individually whilst others are reading independently, in pairs or groups, discussing answers with those children and working one to one or within a group with them during a session whilst the others form an answer independently. Teachers can then assess these children based on NC expectations and how they are performing relating to the specific content domain.
English leaders will monitor teaching and assessment of reading each half term. For Accelerated reader a baseline assessment will be completed and then English leads will monitor the progress within each key stage. Each term, classes will carry out formative assessment - NFER Test – Years 1, 3, 4 and 5. SATs will be taken in Year 2 and 6 on a half termly basis.
Formative assessment is ongoing throughout each lesson. It judges progress and enables the teacher to make flexible adaptations to their planned teaching.
Effective formative assessment, daily marking and feedback and adult interaction within lessons is firmly embedded into our approach to teaching and learning of reading. All pupils are supported to develop, progress and move their learning forward through support, questioning and feedback. Pupils demonstrate the impact this has on improving their learning through editing and response. Reading is assessed by teachers who use Insight for their year groups to allocate a level for each pupil.
They will read widely and for pleasure immersing themselves in different authors and text types. Our children will be able to: read fluently, retrieve, infer, predict, summarise, analyse and evaluate texts from a wide range of genres. By the time our children leave us at Year 6, they will be confident readers ready to move in to secondary school with skills to articulate what they have learnt and how they feel about a text.
Progression in English Documents
Useful Websites for parents and careers
https://www.bbc.co.uk/bitesize/articles/zbxby9q BBC Bitesize Reading