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Our Curriculum - Reading

Reading at Thomas Barnes Primary School

At Thomas Barnes we believe that reading is fundamental to education. Proficiency in reading, writing and spoken language is vital for pupils’ success. Pupils who find it difficult to learn to read are likely to struggle across the curriculum, since English is both a subject in its own right and the medium for teaching. We are committed to teaching all our children to read. 

 

We believe that reading is the key that unlocks the curriculum door. By using 'Tommy B's Reading Keys', we aim to unlock the door by providing a range of different strategies that are needed to develop our pupils into fluent, confident readers.

Tommy B's Reading Key 1 - Phonics

Phonics gives children the ability to decipher the alphabetic code for their reading and spelling. This is why teaching phonics for reading and spelling is a cornerstone of our reading curriculum. 

 

 

We use the Little Wandle Letters and Sounds Revised to plan and provide daily engaging phonics lessons. Our phonics teaching starts in Reception and follows a very specific sequence that allows our children to build on their previous phonic knowledge and master specific phonic strategies as they move through school. As a result, all our children are able to tackle any unfamiliar words that they might discover. 

 

How we teach phonics and early reading in Reception and Key Stage 1:

  • Children follow the progression within Little Wandle Letters and Sounds Revised programme. Phonics is taught daily and there is a review session on a Friday.
  • By the end of Reception, children will have been taught up to the end of phase 4.
  • By the end of Year 1, children will have been taught up to the end of phase 5.
  • Children in Year 2 recap any gaps in their phonics knowledge in the autumn term.
  • Reception lessons start at 15 minutes, with daily additional oral blending – increasing quickly to 30 minutes.
  • Year 1 lessons are 30 minutes long.

 

Reading practice sessions

  • Children across Reception and Year 1 (and in Year 2 if children are not secure at Phase 5) apply their phonics knowledge by using a full matched Collins Big Cat 'decodable' reader in a small group reading practice session.
  • These sessions are 15 minutes long and happen three times a week. There are approximately 6 to 8 children in a group. They follow the model set out in Little Wandle Letters and Sounds Revised.
  • On a Friday, pupils take home a Big Cat reader. Parents are then expected to help their children practise reading the book. On Monday, the book is returned to school with a completed reading diary and then returned home. This continues until the following Friday, when the book is changed for one that matches the most recent phonics taught.

 

How do we assess phonic knowledge?

  • At the end of each week there is a review session which recaps the learning. There are also whole review weeks (pre-planned and bespoke review weeks to address gaps identified by the class teacher’s ongoing formative assessment).
  • Children identified as in danger of falling behind are immediately identified and daily ‘keep up’ sessions are put in place – these sessions follow the Little Wandle Letters and Sounds Revised programme.
  • The children are assessed at the end of every half term using the Little Wandle Letters and Sounds Revised assessment tracker.
  • Children in Year 1 complete the statutory Phonics Screening Check in the summer term.
  • Children who do not meet standard in the Phonics Screening Check in Y1, will complete this in Y2.

 

https://www.littlewandlelettersandsounds.org.uk/resources/for-parents/

Tommy B's Reading Key 2 - Home Reading

One of the most important things a parent can do to support their child's development is to read with them. Studies show that when parents read with their children, it fosters the development of listening skills, spelling, reading comprehension and vocabulary, and establishes essential foundational English skills. It is essential for parents to be their child’s reading role models with daily practice at home in order to navigate successfully through early reading experiences.

 

At Thomas Barnes, pupils who are secure at Phase 5 phonics and can read the most challenging decodable books, start choosing books from our Accelerated Reader home learning programme. The books are kept in the school hall.

 

 

At the start of September and then at the end of every term, pupils take a 20 minute computer adaptive test called 'Star Reader' to assess reading ability. It also tracks reading growth. It provides teachers with each child's personalised reading range called the ZPD, and data to monitor student progress.

 

In the hall library, there are books colour coded to each ZPD range and pupils have free rein to choose books from within their range. There are online quizzes that match each book that help to develop comprehension skills. These are also done at home.

 

Although children are only allowed to read one book at a time, there is no limit to how many books a pupil can choose each week - as long as the online quiz has been completed.

Tommy B's Reading Key 3 - The Core Texts (Cycle B)

Our Core Texts are a range of high quality books that the children read, experience and enjoy in their classes, throughout the school year. These books form the basis of our English lessons - they are used to develop reading comprehension skills and to plan writing composition. Pupils read the texts either as a whole class, a group, a pair or individually depending on age. Teachers will use the books to model accurate, fluid reading with expression during whole class reading sessions.

 

The core texts for Reception

 

The core texts for Year 1 and 2 - Cycle B

 

 

Cycle A

  

 

The core texts for Year 3 and Year 4 - Cycle B

 

Cycle A

 

The core texts for Year 5 and Year 6 - Cycle B

 

Cycle A

 

Tommy B's Reading Key 4 - Reading Comprehension

Reading comprehension is the ability to read text, process it and understand its meaning. Good comprehension is vital if reading is to have a purpose, if a reader is to engage with and learn from a text and ultimately, if a reader is to enjoy what they’re reading.

 

Our pupils experience reading comprehension at home via the Accelerated Reader online quizzes. Teachers will encourage children to complete the quizzes in class when appropriate. Throughout each week, children in Key Stage 2 and Year 2 have timetabled reading comprehension lessons and we teach and practise comprehension skills via the VIPERS approach. Any questions given to the children are always based upon the Core Texts.

 

VIPERS is an anagram to aid the recall of the 6 reading domains.  They are the key areas which we feel children need to know and understand in order to improve their comprehension of texts.

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VIPERS stands for:

Tommy B's Reading Key 5 - Story and Poetry Time

As part of our daily timetable, at 3pm teachers will read a story or a poem to the children. Reception hear another story at 10.40am. These will be different to the Core Texts. Teachers choose high-quality books to read aloud to children, including traditional and modern stories. Also, through enjoying rhymes, poems and songs teachers build children’s strong emotional connection to language. Further information on our poetry journey is outlined in the Essential Knowledge document below.

 

Tommy B's Reading Key 6 - Reading for Pleasure

As part of our daily timetable, at 1pm each day pupils in Key Stage 1 and Key Stage 2 will read quietly for 15 minutes. Reading for pleasure is key to not only developing a love of books, but also to develop each child's fluency by re-reading and practising books they have self-chosen. Teachers will ensure pupils have chosen a book from their class library or from our Accelerated Reader library in the hall, (if choosing from the class library, teachers will check to ensure the book is not too challenging and is age appropriate). Our class libraries are places for children to browse quality books and revisit the ones that the teacher has read to them. The phonetically decodable Big Cat books matched to the Little Wandle programme are stored separately and are not accessible during this time. In the future, we are hoping to create a school library in the current Meeting Room. Photographs of Reception's class library:

 

Class 1's Class LibraryClass 1's Library

Our Intent and Implementation

 

Intent - What we want our children to know and can do by the end of Reception

 

· To be secure at phonic ‘Phase 4’.

· Blend sounds to create words.

· Read the tricky words from Phase 2, 3, and 4.

· Read and understand simple sentences.

· Decode regular words and read them aloud accurately.

· Though questioning, demonstrate an understanding of what they have read.

· Know how to choose a book that they will enjoy reading.

· Join in with the reading of the core texts.

 

Implementation for Reception

 

· Teach a well-planned phonics lesson once a day

· Ensure the children hear and take part in two story sessions a day, developing their listening and attention skills.

· Ensure that pupils read to an adult at least three a week at school, practicing the phonics they have learnt.

· Set a nursery rhyme or a song as weekly homework.

· Ensure that any children that fall behind take part in ‘Keep Up’ phonics sessions with a teaching assistant.
 

Intent - What we want our children to know by the end of Year 1

 

  • To fully understand phonics phases 1 – 5
  • Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught (including words with more than one syllable, contractions and –s, -es, -ing, -ed, -er and –est endings)
  • Read aloud accurately books that are consistent with their age-expected stage of our Big Cat Phonics books.
  • Build fluency and confidence by reading aloud.
  • Read all common exception words for Year 1.
  • Be an active reader and link what they have read to their own life experiences and make predictions.
  • Show an understanding of what they have read by answering incisive questions.
  • Re-tell nursery rhymes and fairy tales.
  • To pass the Year 1 Phonics Screening Check.

Intent - What we want our children to know by the end of Year 2

 

  • To fully understand phonics phases 1 – 5.
  • Read accurately and fluently by blending sounds in unfamiliar words containing GPCs that have been taught (including words with more than two syllables and words with common suffixes)
  • Read aloud accurately books that are consistent with their age-expected stage of our Accelerated Reader books.
  • Build fluency and confidence of reading aloud.
  • Read all common exception words for Year 1 and Year 2.
  • Be an active reader and link what they have read to their own life experiences, ask questions, make inferences and make predictions
  • Show an understanding of what they have read by answering incisive questions and completing the Accelerated Reader quizzes. Be prepared for the Year 2 reading SATs paper.
  • Be able to re-tell one of our core readers.
  • Be able to recognise simple recurring phrases in fabulous texts, stories and poetry

Implementation for Year 1

 

  • Children are provided with a weekly Big Cat decodable book and a reading for pleasure book and are encouraged to change their books regularly.
  • Parent readers to hear vulnerable pupils read at least once a week.
  • Teachers listen to pupils read their fully decodable Big Cat book three times a week. Teachers will use formative assessment skills to ensure children practise independent reading with books that are matched to their secure phonic knowledge.
  • Daily phonics taught.
  • Pupils will read for pleasure after dinnertime everyday.
  • Whole class reading of the Core Texts takes place in English lessons.
  • Reading record to be signed by parents after every book is read. The record is checked by a member of staff once per week.
  • The teacher uses the timetabled Storytime session to read a wide variety of rich fiction, non-fiction and poems to the class to encourage a love of reading.
  • Pupil progress in phonics is assessed and tracked half termly.
  • If pupils are secure at Phase 5, the Star Reader test given to children at the start of September and at the end of every term to track progress and ensure books are matched to ability.
  • Ensure that any children that fall behind take part in ‘Keep Up’ phonics sessions with a teaching assistant.

Implementation for Year 2

 

  • Children are able to change their Accelerated Reader book daily.
  • Children not yet secure at Phase 5 phonics are provided with a weekly Big Cat decodable book and a reading for pleasure book and are encouraged to change their books regularly.
  • Ensure that any children that fall behind take part in ‘Keep Up’ phonics sessions with a teaching assistant.
  • Parent readers to hear vulnerable pupils read at least once a week.
  • Teacher to listen to each pupil every three weeks
  • Phonics taught two to three times a week for those who need to catch up.
  • Pupils will read for pleasure after dinnertime everyday. Year 2 pupils are expected to develop sustained silent reading to build reading stamina.
  • Whole class reading of the Core Readers takes place in English lessons.
  • Reading record to be signed by parents after every book is read. The record is checked by a member of staff once per week.
  • The teacher uses the timetabled Storytime session to read a wide variety of rich fiction, non-fiction and poems to the class to encourage a love of reading.
  • Star Reader test given to children at the start of September and at the end of every term to track progress and ensure books are matched to ability.
  • Start to use the VIPERS approaches to reading comprehension.

Intent - What we want our children to know by the end of Year 3

 

  • To read most of the Year 3 and 4 common exception words. 
  • Ask questions, summarise; make inferences; make predictions (stated and implied).
  • Be able to participate in discussions about books.
  • Be able to retrieve and record information from a non-fiction book. 
  • Be able to infer what a character is feeling, thinking and their motives from their actions.
  • Show an understanding of what they have read. 
  • Be able to recognise features and language in a wide range of genres. 
  • Know how to use dictionaries and to check the meanings of new words. 
  • Know the six VIPERS approaches to reading comprehension.
  • To have read all of the core texts above by the end of the year.

Intent - What we want our children to know by the end of Year 4

 

  • To read all of the Year 3 and 4 common exception words. 
  • Ask questions, summarise; make inferences; make predictions (stated and implied).
  • Be able to participate in discussions about books. 
  • Be able to retrieve and record information from a non-fiction book.
  • Be able to infer what a character is feeling, thinking and their motives from their actions and justifying inferences with evidence.
  • Be able to recognise features and language in a wide range of genres.
  • Know how to use dictionaries and thesauruses.
  • Identify themes and conventions in a wide range of books.
  • Know the six VIPERS approaches to reading comprehension.
  • To have read all of the core texts above by the end of the year.

Implementation for Year 3

 

  • Children to choose an Accelerated Reading book and a reading for pleasure book to keep in the classroom.
  • Teachers will check home reading diaries weekly.
  • Teachers to check which pupils are not accessing the online Accelerated Reader quizzes and follow up with parents.
  • Teacher to listen to each pupil at least once every three weeks.
  • The whole class will read aloud with the teacher on a weekly basis.
  • Phonics interventions take place for children not yet secure at Phase 5.
  • Give the children all the necessary prior knowledge they need before reading a book to them (e.g. if it was a book set in Africa, give them the essential information about this country).
  • Set a reading comprehension exercise every week in class, based on the core text, develop inference questions by practicing answers verbally, in full sentences.
  • Use film to teach comprehension (Literacy Shed+) 
  • ‘Star Reader’ test given to children at the start of September and at the end of every term to track progress and ensure books are matched to ability.
  • Develop sustained silent reading to build reading stamina during ‘Reading for Pleasure’ sessions at 1pm every day.
  • The teacher uses the timetabled ‘Storytime’ session to read a wide variety of rich fiction, non-fiction and poems to the class to encourage a love of reading.

 

Implementation for Year 4

 

  • Children to choose an Accelerated Reading book and a reading for pleasure book to keep in the classroom.
  • Teachers will check home reading diaries weekly.
  • Teachers to check which pupils are not accessing the online Accelerated Reader quizzes and follow up with parents.
  • Teacher to listen to each pupil at least once every three weeks.
  • The whole class will read aloud with the teacher on a weekly basis.
  • Give the children all the necessary prior knowledge they need before reading a book to them (e.g. if it was a book set in Africa, give them the essential information about this country) 
  • Set a reading comprehension exercise every week in class, based on the core text. Children are expected to answer in full sentences.
  • Use film to teach comprehension (Literacy Shed+) 
  • ‘Star Reader’ test given to children at the start of September and at the end of every term to track progress and ensure books are matched to ability.
  • Develop sustained silent reading to build reading stamina during ‘Reading for Pleasure’ sessions at 1pm every day.
  • The teacher uses the timetabled ‘Storytime’ session to read a wide variety of rich fiction, non-fiction and poems to the class to encourage a love of reading.

Intent - What we want our children to know by the end of Year 5

 

  • To read all of the Year 5 and 6 common exception words.
  • Be an active reader: link what they have read to their own life experiences, the world and other books; ask questions, summarise; make inferences; make predictions (stated and implied)
  • Be able to participate in discussions about books.
  • Be able to retrieve and record information from a non-fiction book.
  • Be able to infer what a character is feeling, thinking and their motives from their actions and justifying inferences with evidence.
  • Be able to recommend books to their peers and give reasons for their choices.
  • Be able to recognise features and language in a wide range of genres.
  • Know how to use dictionaries and thesauruses.
  • Identify themes and conventions in a wide range of books.
  • Know the six VIPERS approaches to reading comprehension.
  • Be able to identify how the author uses language for effect.
  • Be able to distinguish between fact and opinion.
  • Be able to provide reasoned justification for their views.
  • Identify themes and conventions in a wide range of books.
  • To have read all of the core texts above by the end of the year.

Intent - What we want our children to know by the end of Year 6

 

  • To read all of the Year 5 and 6 common exception words.
  • Be an active reader: link what they have read to their own life experiences, the world and other books; ask questions, summarise; make inferences; make predictions (stated and implied)
  • Be able to participate in discussions about books and challenge others’ ideas and views.
  • Be able to retrieve and record information from a non-fiction book.
  • Be able to infer what a character is feeling and thinking and their motives from their actions and justifying inferences with evidence.
  • Be able to recommend books to their peers and give reasons for their choices.
  • Be able to recognise features and language in a wide range of genres.
  • Know how to use dictionaries and thesauruses.
  • Identify themes and conventions in a wide range of books. 
  • Know the six VIPERS approaches to reading comprehension.
  • Be able to identify how the author uses language for effect.
  • Be able to distinguish between a fact and opinion.
  • Be able to provide reasoned justification for their views.
  • Be able to make a point, provide evidence from the text and explain their reasons for the choice.
  • Be prepared for the Year 6 SATs test.
  • To have read all of the core texts above by the end of the year.

Implementation for Year 5

 

  • Children to choose an Accelerated Reading book and a reading for pleasure book to keep in the classroom.
  • Teachers will check home reading diaries weekly.
  • Teachers to check which pupils are not accessing the online Accelerated Reader quizzes and follow up with parents.
  • Parent readers to hear pupils who struggle with reading at least once a week.
  • Teacher to listen to each pupil at least once every three weeks.
  • The whole class will read aloud with the teacher on a weekly basis.
  • The teacher choses a wide variety of rich fiction, non-fiction and poems (contemporary and classic) for reading sessions.
  • Give the children all the necessary prior knowledge they need before reading a book to them.
  • Set a reading comprehension exercise every week in class, based on the core text. Children are expected to answer in full sentences.
  • Use film to teach comprehension (Literacy Shed+).
  • Additional classroom support for inference questions for vulnerable readers
  • ‘Star Reader’ test given to children at the start of September and at the end of every term to track progress and ensure books are matched to ability.
  • Develop sustained silent reading to build reading stamina during ‘Reading for Pleasure’ sessions at 1pm every day.
  • The teacher uses the timetabled ‘Storytime’ session to read a wide variety of rich fiction, non-fiction and poems to the class to encourage a love of reading.

 

 

Implementation for Year 6

 

  • Children to choose an Accelerated Reading book and a reading for pleasure book to keep in the classroom.
  • Teachers will check home reading diaries weekly.
  • Teachers to check which pupils are not accessing the online Accelerated Reader quizzes and follow up with parents.
  • Parent readers to hear pupils who struggle with reading at least once a week.
  • Teacher to listen to each pupil at least once every three weeks.
  • The whole class will read aloud with the teacher on a weekly basis.
  • The teacher choses a wide variety of rich fiction, non-fiction and poems (contemporary and classic) for reading sessions.
  • Give the children all the necessary prior knowledge they need before reading a book to them.
  • Set a reading comprehension exercise every week in class, based on the core text. Children are expected to answer in full sentences.
  • Use film to teach comprehension (Literacy Shed+).
  • Additional classroom support for inference questions for vulnerable readers
  • ‘Star Reader’ test given to children at the start of September and at the end of every term to track progress and ensure books are matched to ability.
  • Develop sustained silent reading to build reading stamina during ‘Reading for Pleasure’ sessions at 1pm every day.
  • The teacher uses the timetabled ‘Storytime’ session to read a wide variety of rich fiction, non-fiction and poems to the class to encourage a love of reading.
  • Be able to identify ambitious writing structures in their reading that they can then use in their own work e.g. literary and figurative language and characterization.
  • Consider the effect of the author’s language on the reader
  • Use SATs practice books at home.

 

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