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Reading

Intent:

At FPJS, we recognise reading as an invaluable life skill, essential if our children are to reach their potential. The skills needed to read and understand texts are taught systematically, rigorously and passionately so children develop into fluent and confident life-long readers who not only enjoy reading but can use it effectively to learn. 

 

As stated in our curriculum Intent, we also ensure that we are focused on our federation's vision is for all of our children to have the skills and knowledge that they need to be successful in their next stage of their learning and beyond - to be the best that they can be.

 

Our reading curriculum provides purposeful and relevant texts that nurture independent learners with a lifelong passion for learning.

 

Characteristics:

 

  • Gain of life-long enjoyment of reading and books       
  • Read accurately and fluently, with expression and understanding
  • Apply knowledge of structured synthetic phonics in order to decode unfamiliar words with increasing accuracy and speed
  • Develop a range of strategies to monitor their comprehension and extract information       
  • Read and respond to a wide range of different text types, developing knowledge and understanding of the world around them 
  • Develop a broad vocabulary and understanding of grammar in context
  • Engage in thoughtful discussions about texts and the issues raised in them     
  • Articulate their opinions clearly, using evidence to support their ideas.
  • Develop a deeper level of emotional intelligence and empathy
  • Have the confidence and skills needed for secondary education.he confidence and skills they need to succeed in their secondary education

Implementation:

Phonics:

  • In Year 3, all children’s reading and spelling is assessed to check they are secure in phonic knowledge from KS1. 
  • Those who have not fully mastered their phonics will be will be given targeted additional support following the Read Write Inc. Phonics programme. This may include group or individual interventions as required.  They will be given reading books which closely match the phase of phonics which they are currently working within. 
  • Additionally, children will be given access to Reading Eggs or Pocket Phonics to provide additional practice so they can catch up as quickly as possible.

Reading skills

  • Children engage with and enjoy a wide range of diverse, high-quality texts across a range of genres. Our text selections are regularly reviewed and updated.
  • Lessons are delivered four times a week with additional dedicated daily reading time.
  • Across KS2, children develop their reading skills, reading fluency and ability to articulate their thinking using progressively more challenging texts.
  • All reading sessions focus on an objective within six strands: Vocabulary, Inference, Prediction, Explanation, Retrieval and Summarising/sequencing (VIPERS). Reading fluency is also explicitly taught across KS2.
  • Children develop and demonstrate their understanding of texts through speaking and listening activities (these are called book talk sessions) as well as reading and writing activities (comprehension sessions).
  • All year groups have two core texts a term. These could be fiction, non-fiction or poetry. Work on these texts is further supplemented by additional short texts or extracts so children experience as rich and varied a range of texts as possible, develop a broad vocabulary and good background knowledge to be able to understand what they read. 
  • To maximise their language and background knowledge development, children are explicitly taught new vocabulary and engage with texts across the curriculum.

Reading Schemes:

  • We use a variety of different reading schemes to provide a range of appropriate texts for children who are still learning to read fluently.  These books are colour banded using the primary book bands colours.  Our expectation is that the majority of children will be “free readers” by the end of Y3 which means they are fluent enough to choose their own books from home, class or our library.

Individual reading:

  • Children are encouraged to read for pleasure as much as possible at FPJS.  Once children have mastered reading fluently, they are able to choose their own books.  Children record their weekly reading in their home-school diary. Teachers and teaching assistants monitor children’s choices to ensure they are reading regularly and widely.
  • Even when children are fluent readers, we strongly encourage them to read with an adult at home in order to continue to develop their fluency and be able to discuss interesting vocabulary or challenging concepts. This could be a short section of a book they are reading independently, or a book that is above their independent reading level that you can read to them or they can read with your help.
  • At FPJS, children have a weekly library slot, where they are encouraged to browse books and share great reads with their peers.  Our library is kept up to date with great fiction reads for each year group, and recommended reads are changed regularly to keep reading fresh and exciting for our pupils. It is open every lunchtime and after school to encourage children to read for pleasure
  • We regularly invite authors into school which further encourages children to read a variety of different books for pleasure.

Interventions:

  • At FPJS, we regularly review children’s progress in reading, using a combination of teacher assessments and tests.
  • Children who are not yet able to read at an age-appropriate level, receive intervention in phonics (see above) or reading fluency (daily reading with an adult).
  • Children who are not yet able to understand age-appropriate texts receive comprehension interventions.  These interventions follow the Rapid Reading programme and are led by a teacher or trained teaching assistant.

     

Files yet to be published:

 

Reading Overview at FPJS

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