Reading

 

Reading intent:

At Peover Superior Primary School, we want to develop enthusiastic, life-long readers who have a wide range of reading experiences. We want children feeling confident discussing those texts they have read and have the ability to express their likes and dislikes within this; enforcing their ‘Rights of a Reader’ (2006)[1] at every possible opportunity.

We want children to take an active part in their reading lessons which promote dialogic talk and discussions to ensure confidence is built around a wide genre of texts.

We want children to embed skills of: questioning, prediction, clarifying, summarising and inference both in isolation and combined to deepen their understanding. Activating their prior knowledge of text, self and world are ways in which all pupils of all abilities can succeed within reading.

There is considerable evidence that Reading for Pleasure and reading engagement are strong predictors of reading attainment and attainment in maths, spelling and vocabulary.

Reading for pleasure is the single most important indicator of a child’s future success – OECD 2002

We strive to be a school where reading is embedded in every aspect of what we do. 

We work towards developing a strong Reading for Pleasure ethos in our school. Our intention is for all our teachers to be ‘Teachers as Readers’, understanding children’s reading lives, sharing their own reading practices and preferences and having dedicated sessions in which children can read for pleasure.


[1] Pennac, D 2006 Walker Books

Reading implementation:

Developing reading across Peover is achieved through the use of high-quality texts and ensuring small steps to depth when teaching skills, particularly inference.

Lessons follow a structure of relating the text to self, book and world to ensure understanding and misconceptions are addressed. The lessons promote dialogic talk and children to build on their understanding though discussion and self-discovery.

Teachers are critical when selecting texts and planning sessions to ensure they include: opportunities to use the skill, the text has suitable vocabulary and the background knowledge of the children are considered. Skills (mentioned above) are heavily modelled during the implementation stages to provide children with the opportunities to develop them themselves and to use them independently. The children take responsibility for using these strategies which support them in the monitoring and development of their reading comprehension.

Inference sessions are planned to encourage children to dig deeper into a text to question, summarise and clarify something they have read. These sessions support those simple retrieval skills which children need to comprehend what they have read. The ethos of Reading for Pleasure underpins the teaching and delivery of all lessons and informal book discussions.

At Peover we instil the importance of reading with our parents, who support our vision through volunteering to read in school, being secret readers and sharing books with their children at home.

At Peover Superior the children are encouraged to acquire a love of books from a range of different genres and literary heritage. Often books are used as the stimulus for lessons and to promote children’s imagination. We use a  variety of different reading schemes, these include: Rigby Star, Oxford University Press Project X, Snapdragons, Phonics. All Stars and Traditional Tales, Ginn, Heinemann Story Worlds, Collins Big Cat, Engage Literacy, Blueberry Hill (Reading Recovery Books), Pearson and PM Stories.

The skills of reading are taught to all children through systematic Phonics Teaching using the Letters and Sounds approach, Whole class Reading, Inference Training and English lessons. Children in early years are introduced to the conventions of books – looking at illustrations, book print and encouraged to build sight vocabulary as well as phonic based readers.

Assessments

Recording and assessment of reading:

In the Early Years, children are continually assessed using the ‘Foundation Stage Profile’ and Early Learning Goals.

In Year groups 1 - 6 targets are set using objectives from the curriculum linked to age related expectations. These targets are continually assessed during whole class, group andd individual reading lessons. Assessment of reading takes place through on-going teacher assessment, Benchmarking (using Reading Recovery), Key Stage SATs papers and standardised tests such as NFER, Single Word Reading Test and the York Assessment of Reading Comprehension.

Reading Exemplification Materials

As part of the Aspire Educational Trust, we have worked alongside specialist colleagues in other schools to produce exemplification materials for reading at the end of Key Stages.

Children in Year 1 to Year 6 follow the National Curriculum for Reading, please click on the link here.