Reading Subject Leader: Miss J Wilson
Our Reading Curriculum Intent
At Girnhill Infant School it is our intent that our reading curriculum will support the pre-eminent place of English in education and in society. A high-quality education in English will teach our pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them.
Through reading, we want our pupils to have the opportunity to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading will also enable our pupils both to acquire knowledge and to build on what they already know.
The Early Years Foundation Stage is underpinned by the Characteristics of Effective Learning. They are:
Playing and Exploring/Engagement
- Finding out and exploring.
- Playing with what they know.
- Being willing to ‘have a go’.
- Being involved and concentrating.
- Keeping trying.
- Enjoying achieving what they set out to do.
Creating and Thinking Critically/Thinking
- Having their own ideas.
- Making links.
- Choosing ways to do things.
The National Curriculum for Reading aims to ensure that pupils:
- read easily, fluently and with good understanding
- develop the habit of reading widely and often, for both pleasure and information
- acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
- appreciate our rich and varied literary heritage
Our Reading Curriculum Implementation
Early Years Foundation Stage
- Read and understand simple sentences.
- Use phonic knowledge to decode regular words and read them aloud accurately.
- Read some common irregular words.
- Demonstrate understanding when talking with others about what they have read.
Key Stage 1
The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.
The programme of study for reading consist of two dimensions, word reading and comprehension and it is essential that teaching focuses on developing pupils’ competence in both dimensions.
In word reading pupils are taught to:
- continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
- read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
- read accurately words of two or more syllables that contain the same graphemes as above
- read words containing common suffixes
- read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
- read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
- read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
- re-read these books to build up their fluency and confidence in word reading
In comprehension pupils are taught to:
Develop pleasure in reading, motivation to read, vocabulary and understanding by:
- listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
- discussing the sequence of events in books and how items of information are related
- becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
- being introduced to non-fiction books that are structured in different ways
- recognising simple recurring literary language in stories and poetry
- discussing and clarifying the meanings of words, linking new meanings to known vocabulary
- discussing their favourite words and phrases
- continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
Understand both the books that they can already read accurately and fluently and those that they listen to by:
- drawing on what they already know or on background information and vocabulary provided by the teacher
- checking that the text makes sense to them as they read and correcting inaccurate reading
- making inferences on the basis of what is being said and done
- answering and asking questions
- predicting what might happen on the basis of what has been read so far
Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say.
Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.
Our Reading Curriculum Impact
Reading assessment is ongoing to inform teachers with their planning, lesson activities and differentiation. Summative assessment is completed at the end of each half term to inform leaders of the improvements or skills that still need to be embedded. Reading is monitored throughout all year groups using a variety of strategies such as planning scrutiny, book band tracking, lesson observations and pupil interviews.