READING
Reading consists of two main areas:
- Word reading
- Comprehension (both listening and reading)
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 (ie 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 are 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.
Here at Haslington Primary Academy, we use the Read Write Inc scheme to introduce reading skills. (More information can be found in the Early Literacy section of the website). Once children successfully complete the scheme, they transition to a focused RWI Comprehension based group and carry out individualised reading assessments to help determine which level book they are reading at. These coloured ‘book bands’ then continue through to Year 6.
Children from Years 1-6 also develop their comprehension skills in their main English lessons based on the Ready Steady Write scheme and through daily comprehension lessons from the Ready Steady Comprehension scheme. Ready Steady Comprehension is a whole class shared reading scheme which uses a range of carefully crafted units of work. These units of work are also cross curricular and provide children with curriculum knowledge for foundation subjects. During these sessions, teachers teach all aspects of word reading and comprehension through high-quality fiction, non-fiction and poetry texts. These sessions are sequenced and progressive and they have a clear focus on the skills and strategies needed to be a proficient and confident reader.
The importance of daily personalised reading practice cannot be overstated. Recent studies indicate that when students spend 25 minutes a day reading suitably challenging books which they successfully comprehend, then children will achieve optimal progress. Through the use of home reading records, we actively encourage parental engagement to support reading development at home.
A daily ‘story time’ across the scheme also aims to promote a love of reading where children can immerse themselves in a book in a safe and nurturing environment.
FILES TO DOWNLOAD
Y1 Reading Implementation and Progression Overview
Y2 Reading Implementation and Progression Overview
Y3 Reading Implementation and Progression Overview
Y4 Reading Implementation and Progression Overview
Y5 Reading Implementation and Progression Overview