English Reading
Reading
Intent
Reading is essential to progress and attainment in education. Proficiency in reading closely links to the attainment of children on their educational journey. Those who struggle to read are more likely to struggle across the curriculum as reading is the vehicle which allows children to learn more and know more. By the time children leave year 6, it is our expectation that children will have all of the skills needed to further develop academically as they move onto secondary school and beyond (see published EEF document ‘The Reading House’ below). If these skills are embedded within children at Cotmanhay Junior School (CJS), we have succeeded in giving them the foundations to thrive as they move to the next stage of their educational journey.
At CJS, it is also our aim to foster a lifelong love of reading for our pupils. It is our aim to expose a wide range of reading materials to children as they progress from year 3 to year 6. Reading a wide range of texts from different authors, that showcase a variety of themes, is essential to broaden the horizon of all children. This, in turn, increases the cultural capital and increases knowledge on the world we live in. Where possible, purposeful links across the curriculum are made so knowledge is transferred to the long-term memory.
Our reading curriculum is designed to develop pupils’ fluency, understanding, confidence and enjoyment in reading. Our intention is for pupils to read widely and often, with fluency and comprehension appropriate to their age. Teachers model positive attitudes towards reading to promote an excellent reading culture: reading for all stakeholders in school is held with the utmost importance.
To summarise, reading is the foundation for future educational success. We have an obligation to ensure that every pupil is a competent reader, and as a result, reading is prioritised to allow all pupils to access the full curriculum offer and carry a love a reading with them throughout their life.
Implementation
Fluency Pairs
Fluency pairs is a whole class and whole school approach designed to improve the fluency of pupils. This approach has been designed to give children increased opportunity to read. A consistent structure is followed to reduce cognitive load, thus allowing full concentration to be placed on reading.
Pupils are suitably paired and labelled ‘partner 1’ (reader with higher attainment) or ‘partner 2’ and reading activities that are facilitated by class teachers commence. This process takes place for a minimum of 10 minutes 5 days a week.
Modelled fluency – Partner 1 reads for 5 minutes with partner 2 listening intently as a coach. Partner 2 picks up on mistakes made by partner 1 asking partner 1 to ‘check it’. Corrects are made before reading continues. Partners swap roles and this is repeated.
Understanding – Partner 1 and 2 repeat the activity above with both reading and acting as coach for 5 minutes. At the end of each 5 minutes, the reader must explain to the coach ‘what happened first, what happened next and what happened last based on what has been read.
Summary – each partner reads the next paragraph. They then summarise key events in 10 words or less.
Prediction – Each partner predicts what will happen on the immediate next page. The next page is read and discussion about what was correct or incorrect is conducted. Partners then swap accordingly.
Whole Class Reading (WCR)
The unpicking and comprehension of a wide range of texts is an essential alongside opportunities to practice reading fluency. Explicitly teaching reading skills/concepts and domains that closely intertwine is completed in line with the National Curriculum to allow children to improve their understanding.
Text choices for whole class reading are set at an appropriate challenge for the class and reading skills are explicitly taught through these. Where possible, these link across the curriculum and are used as an opportunity to ‘pre-teach’ or ‘consolidate’ wider knowledge. Children then apply this knowledge through independent tasks to enhance their learning.
Structure of WCR
- Vocabulary – before children are shown the weekly text focus, key vocabulary is unpicked, discussed and better understood. This allows children to better understand what is about to be read in the next phase
- Reading of the text – at this point, the class teacher models the reading of the text. This can be done in a variety of ways, that include:
- Teacher led – teacher reads modelling fluency. Children follow. Engagement checked through clapping at points for children to say or through purposeful mistakes and children saying ‘check it’ (coach technique in fluency pairs).
- Echo reading – teacher models first followed by the class, groups, pairs or independently
- Fluency pair techniques – see above
- Independent reading
- Any other systems/techniques led by the class teacher to enhance fluency and understanding of the text (non-exhaustive)
- Quick Fire Retrieval Questions – questions designed that all children within the class can access to prove their understanding of the text. 10 minutes to answer. Reviewed as a class at the point of learning.
- Independent Thinking Questions – Worded in a similar style to KS2 assessments, 1 question is completed at a time. Before answering the question, the class teacher discusses with the class what reading skills are needed to complete effectively. Children complete interpedently. Answers then reviewed as a whole class to model good practice and address misconceptions
- Partner Talk Questions – the same process as above but the emphasis is placed on oracy skills with a partner to find the answer to a set question. Again, answers reviewed as a whole class at the point of learning.
- Solo Work Questions – questions that require increased detail and explanation. As above, the question is discussed to increase understanding around the reading skills needed to complete and answers are discussed as a class after.
Whole Class Book
Each class in school listens to 15 minutes daily reading which is modelled by the class teacher. By listening to the ‘expert’ in the room read, children are fully immersed in a wide variety of books throughout their journey from year 3 to year 6. Modern fiction to archaic classics are chosen and read by teachers (expert reader) who show a passion for books to set the tone for a ‘love for reading’.
Reading Avengers
We recognise that challenges are needed for our more able readers in order to further develop their reading skills and promote the acquisition of new vocabulary. Avid, competent readers are selected to join Reading Avengers, where they have access to high-quality texts, with challenging vocabulary, appropriate to their age.
Our book choices have been selected by senior leaders to challenge and engage children in a variety of genres to broaden pupils' knowledge of literature. This includes fiction, poetry, classics, biographies and graphic novels.
Once complete, the schools Reading Avengers assemble and feedback their reviews of each books every half-term, encouraging others within school to read also.
Little Wandle Rapid Catch-Up
A robust system is in place to effectively identify children who require support with their reading and phonics through the Little Wandle Rapid Catch-Up programme. This identification process involves assessment of pupil progress and data.
Once children are identified, they are put into small groups and the Little Wandle Rapid Catch-Up programme is implemented. Qualified teaching assistants are assigned to work with small groups or individuals, based on their specific needs and requirements. These teaching assistants have received comprehensive training in delivering the intervention ensuring they have a great understanding of the scheme and deliver it with confidence.
Little Wandle Rapid Catch-Up sessions are carefully planned to provide a structured and engaging learning experience. The intervention focuses on filling gaps in foundational knowledge and fundamental skills for reading. Children read a phonics phased books based on where they are at on the program
During this intervention, children are assessed on a four-weekly basis which helps to identify those needing further support and the children who are ready to progress to the next phase.
Once assessed and the program is complete, children re-enter WCR reading teaching within their class.
Fluency Books – level 1 to 10
Reading fluency is a huge priority and is assessed half-termly across school. These assessments inform how many word per minute are read. This then informs which level fluency books a child needs to assist with on the continual journey to become more fluent. These books are read both at home and in school. If a child is fluent and reads over 130 WPM with understanding, they become ‘free readers’.
Alongside a fluency books, all children have a ‘reading for pleasure’ book which is not matched to reading ability, but encourages a love of reading and a ‘want’ to read.
Home Reading
As part of the homework policy, all children are expected to read for at least 10 minutes 4 times per week. When this is not achieved, a dojo message is sent home to parents/carers as a gentle reminder for those children to address this. If still not successful, extra opportunities are given within school for children to read.
Reading Interventions
For designated target children, reading interventions take place 3 x times per week. This is a reading bridge intervention and is targeted for children have finished LWRCU and are entering WCR, or those who are WTS the expected standard and need a push to reach EXS. These are led by teaching assistants and offer quick fire further opportunities to read on top of quality first teaching.
Reading across the curriculum
Due to reading being the driver of learning across our curriculum, where possible and appropriate, reading opportunities are presented regularly. Although reading is not being explicitly taught within these lessons, the opportunities to use, hone and enhance reading skills in these lessons are given.
Whole Class Reading, Fluency Pairs and Whole Class Text - Breakdown