Reading
Our Vision…
Here at Carfield reading is at heart of our curriculum. It is our aim to promote a life -long love of reading and books through daily reading lessons, independent reading, reading in the wider curriculum and story time. Reading is a prominent part of each day to ensure that by the end of Year 2 all pupils are confident, fluent readers. We believe that every child should be given opportunities to read for pleasure, be exposed to books that broaden and deepen their knowledge as well as developing their imagination to open up a treehouse of wonder, joy and curiosity. Reading improves language and vocabulary, inspires imagination and gives everyone the opportunity to develop and foster new interests.
Intent
At Carfield, we understand the profound importance of reading for a child’s development, therefore we believe that all pupils should have the opportunity to become competent fluent readers, with good understanding. Through a choice of carefully selected texts, pupils will acquire a wide vocabulary and understanding of grammar which can be applied throughout the curriculum. We aim for all of our pupils to talk confidently about a broad range of texts (including poetry and non-fiction), using the progressive skills taught during reading lessons. We strive to enrich pupil’s relationship with books and create happy and positive associations around reading. We believe that reading for pleasure can benefit a child’s education, social and cognitive development, their wellbeing and their mental health. The curriculum at Carfield is carefully designed to equip pupils with the skills and strategies that they need to become confident lifelong readers.
Implementation
- Read Write Inc (y3 and Y4) and Fresh start (Y5 and Y6) is taught to those Y3 and Y4 pupils who still have missing gaps in their sound knowledge and are unable to read without segmenting and blending
- Reading lessons are taught 5 days a week from Y3 to Y6. Fluency bridge lessons are taught to those pupils in Y2 who have just completed the phonics programme. Later in the year, these pupils will then move following the whole school reading lesson structure.
- Pupils are taught through clear modelling and have the opportunity to develop their fluency and vocabulary during each lesson.
- Pupils with additional needs are included in whole class lessons and teachers provide scaffolding or support where necessary. For those pupils who are working outside of the year group, individual learning activities are provided to ensure their progress.
- Pupils progress through the learning at their own pace, with regular checking from teachers and support staff to give them opportunities for talk for learning.
- Low stakes testing happens at the end of each unit, when pupils complete a short independent comprehension task, applying the skills they have been taught that unit
- Developing oracy is a key element of our reading curriculum. In Y2 pupils complete a book talk lesson (Lesson 4) whereas in Ks2 pupils take part in a demonstration comprehension lesson (Lesson 4) where pupils are involved in the modelling of how to answer longer explanation questions.
- Pupils are taken to the library, where they have the opportunity to choose a book from a wide range of high quality literature and enjoy reading for pleasure
- Pupils (Y2-Y6) have their fluency assessed three times a year. Those children who are below expected are supported with appropriate interventions or small group work.
Impact
- Pupils are competent fluent readers who can recommend books to their peers and have a thirst for reading a range of genres including poetry.
- Using their oracy, pupils can participate in discussions about books, including evaluating an author’s use of language and the impact this can have on the reader.
- Pupils will have had opportunities to read a diverse range of texts, understanding that reading can be for pleasure or to enhance knowledge
- Pupils will have a good understanding of their reading ability and can choose books appropriate to their level.