Clifford Primary School

Clifford Primary School

Reading

INTENT

What Reading looks like in our school:

  • Daily reading sessions
  • Daily phonics sessions in years R to 2
  • Children are taught how to read the common words during the phonic sessions
  • High quality modelling and scaffolding
  • Adults reading to the children daily and describing unfamiliar vocabulary
  • Guided reading sessions, with key questions and pupil discussions
  • Children learning stories and retelling them
  • Happy, confident readers who develop good comprehension skills
  • Children using the library to select books to take home
  • Book corners for children to go and spend time reading with their friends
  • Children who enjoy reading, individually, in a pair and groups.
  • Parents understanding how to support their child

 End of EYFS:

Children read and understand simple sentences:

• They use phonic knowledge to decode regular words and read them aloud accurately

 • They also read some common irregular words

• They demonstrate understanding when talking with others about what they have read

 

End of KS1

Children read accurately most words of two or more syllables

• read most words containing common suffixes*

• read most common exception words* In age-appropriate1 books, the pupil can:

• read most words accurately without overt sounding and blending, and sufficiently fluently to allow them to focus on their understanding rather than on decoding individual words2

• sound out most unfamiliar words accurately, without undue hesitation In a book that they can already read fluently

• check it makes sense to them, correcting any inaccurate reading

• answer questions and make some inferences

• explain what has happened so far in what they have read

 

End of lower KS2:

• read age-appropriate books with confidence and fluency

• retrieve information from non-fiction

• predict what might happen from details stated and implied

 

 

End of Upper KS2:

• read age-appropriate books with confidence and fluency (including whole novels)

 • read aloud with intonation that shows understanding

 • work out the meaning of words from the context

 • explain and discuss their understanding of what they have read, drawing inferences and justifying these with evidence

• summarise main ideas, identifying key details and using quotations for illustration

• evaluate how authors use language, including figurative language, considering the impact on the reader

• make comparisons within and across books.

 

 

IMPLEMENTATION

This is how it works:

  • In reception class and year 1, children follow a structured phonic programme, which gives the children opportunity to learn new sounds and revisit and consolidate
  • Daily reading sessions take place in KS1 and KS2
  • All children have a reading book and reading record for parents and teachers
  • Guided reading sessions using cracking comprehension
  • The key questions from the guided reading sessions are sent home
  • Teachers follow the school’s long term plans
  • Reading is made fun
  • Any children that fall below their ARE or below their reading age are put on a catch up programme
  • Children have the opportunity to visit our school library
  • Older children have the opportunity to read to different audiences; to our local nursery and playgroup
  • Parents information evenings on reading
  • Provide parents with useful comprehension questions

 

Interventions

Teachers use assessment to identify children who need extra support or catch up with their reading skills, understanding or fluency. Children are put on an intervention programme which could be daily reading, repeated reading, phonic flashcards or comprehension

IMPACT

This is what you might see in a typical lesson:

Children talking positively about reading

Happy, engaged and motivated learners

Teachers asking open and closed questions with pupils answering confidently

Individual, paired and group reading

Enthusiastic teachers

 

How do we know how well children are doing in Reading in Clifford Primary School?

Pupil tracking

Pupil progress meetings

Observations/hearing children read

Teacher assessment

Pupil interviews

Reading corners with key questions displayed

Moderation

Video/photo evidence

 

The Impact of the teaching

Confident children who can talk about what they have read

Children who are enjoying their reading sessions

Children that have a depth of understanding