English - Reading

Intent

Reading is a vital skill that provides the foundation for all education. When children can read, it enables learning across the curriculum and increases their ability to learn independently. In Dogsthorpe Academy school, we intend to develop confident and fluent readers that are equipped with the skills to comprehend and analyze a range of texts alongside a lifelong love of reading. We provide children with a breath of opportunities to read within the school day and across the curriculum. The curriculum is carefully designed to expose pupils to diverse genres, authors, and topics, nuturing a lifelong passion for reading. Emphasis is placed on building vocabulary, comprehension, and inference skills to enable pupils to interpret texts effectively.

Implementation

We aim to develop pupils’ competence in the dimensions of;

• 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 (i.e. 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 must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, 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.

 

We aim to develop pupil’s competence in both dimensions of reading:

• Word reading

• Comprehension (both listening and reading)

Word reading related to the decoding aspect of reading (working out the pronunciation of unfamiliar printed words) and the speedy recognition of familiar printed words.

Good comprehension draws from linguistic knowledge and the knowledge of the world. Comprehension skills develop through daily high-quality discussion with the teacher, and from the exploration of a range of stories, poems and non-fiction. This will enable pupils to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading enabling them 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.

Regular assessment ensures that children’s needs are matched precisely and opportunities for adults to hear children read on a regular basis are built into lessons. The lowest 20% of readers are carefully tracked and monitored to support them with developing their word reading and fluency skills. We plan for:

• Varied Texts: The curriculum includes a wide selection of fiction, non-fiction, and poetry, catering to different interests and abilities.
• Sequenced Progression: Reading activities are sequenced to ensure a progressive development of skills, moving from decoding words to analysing complex texts. The progression is mapped out from Years 3 – 6.
• Cross-Curricular Links: Reading is integrated across subjects to reinforce learning and demonstrate the importance of literacy in all areas.
• Phonics and Vocabulary: Explicit teaching of phonics and vocabulary building is embedded to support early reading and comprehension for those pupils that are currently working below their peers.

Teaching strategies we employ:

• Vocabulary: A focus on tier 2 and 3 vocabulary at the start of every reading lesson with the use of context clues to support children in defining unknown language.
• Modelled Reading: Teachers model reading strategies by ‘thinking aloud’, such as predicting, questioning, and summarising, to demonstrate effective reading techniques.
• Guided Reading: Small group sessions are utilised to provide tailored support and challenge for different abilities, focusing on comprehension and critical analysis.
• Choral Reading:  Teacher will model a short passaged then pupils will re-read with suitable fluency and intonation.
• Independent Reading: Pupils are encouraged to read independently, fostering autonomy and a personal connection to reading materials.
• Collaborative Learning Opportunities: Pupils are encouraged to share their thought processes and understanding of the text.
• Structured Questioning: Linked to all reading domains and planned carefully to develop reading comprehension.
• Teams Reading Progress and Coach: Enables pupils to develop their decoding and fluency skills independently and supports them on a personal level to improve their ability to read aloud.
• Accelerated Reader: Fosters and developed reading for pleasure and independent reading, with children selecting books based on their interest levels as well as their ability level.

Specific Strategies that children are taught include:

• Vocabulary
• Inference
• Prediction
• Explanation
• Retrieval
• Summarising
• Sequencing
• Author intent
• Activating prior knowledge

Learning Environments:

• Reading Corners: Welcoming and inviting reading areas are set up in classrooms to promote independent reading and a positive reading culture.
• Library Resources: The school library is well-stocked with a range of age-appropriate books, regularly updated to engage and challenge pupils.
• Digital Resources: Utilisation of digital platforms and e-books to broaden reading opportunities and cater to diverse learning preferences.

Impact

The impact of our reading curriculum is that:

• Attainment: Children will show demonstrable progress in reading attainment, with regular assessments used to monitor individual development and provide targeted support.
• Engagement: Children will demonstrate a genuine enthusiasm for reading, actively seeking out books and showing a keen interest in discussing reading materials.
• Confidence: Children will exhibit confidence in their reading abilities, readily participating in class discussions and applying their reading skills across the curriculum.

Cultural Impact:

• Inclusivity: Reading materials reflect the diverse backgrounds and experiences of pupils, promoting inclusivity and celebrating cultural diversity.
• Community Engagement: Reading initiatives extend beyond the school gates, involving parents and the local community to promote a culture of reading at home and in the wider community.