Curriculum Intent for Reading
At Holy Cross, we know Reading is a vital life skill that supports good spelling, writing and gives our children the best outcomes by the end of KS2, in secondary education and as adults. We ensure that each member of staff is skilled at teaching reading and has the subject knowledge to teach reading with confidence and enthusiasm.
Children at Holy Cross are encouraged and supported to:
- develop a life-long love for reading
- read for pleasure and for purpose
- recognise the importance of being a good reader
- develop the habit of reading widely and often (including independently, in groups, whole class)
- apply their skills to a range of complex texts and stories, enabling pupils to discover new knowledge and vocabulary
At Holy Cross, we believe that all our children can become fluent readers and writers. This is why we teach reading through Little Wandle Letters and Sounds Revised, which is a systematic and synthetic phonics programme. Once children are secure in their phonics and move through the school, we further build on their range of decoding strategies so that they build up good pace and fluency when reading. Children are taught how to confidently tackle any unfamiliar words and what it is that makes them tricky. Every teacher in our school has been trained to teach reading, so we have the same expectations of progress. We all use the same format, routines, and resources to teach children to read so that we lower children’s cognitive load.
Daily Keep-up lessons ensure every child learns to read:
Any child who needs additional practice has daily keep-up support, taught by a fully trained adult. Keep-up lessons match the structure of class teaching, and use the same procedures, resources and mantras, but in smaller steps with more repetition, so that every child secures their learning. We timetable daily phonics lessons for any child in Year 2 who are not fully fluent at reading or has not passed the Phonics screening check. These children urgently need to catch up, so the gap between themselves and their peers does not widen. We use the Little Wandle Letters and Sounds Revised assessments to identify the gaps in their phonic knowledge and teach to these using the keep-up resources – at pace. If any child in Year 3 to 6 has gaps in their phonic knowledge when reading or writing, we plan phonics ‘catch-up’ lessons to address specific reading/writing gaps. These short, sharp lessons last 10 minutes and take place at least three times a week and include three reading sessions to apply their new learning.
Parents, for support with phonics, to know how we teach phonics and to learn more about phonics books, please click here.
Children complete a word-reading check at the end of Year 1 to ensure they are being taught to read successfully with phonics as the route to decoding.
Children read 40 words – 20 real words and 20 pseudo words. It takes between two and five minutes.
If they do not manage to read 32 of the words, they are given extra support, and repeat the check at the end of Year 2.
The ‘pass’ mark of 32 is subject to change by the government and schools will be notified some time in June of this figure.
Children in EYFS and KS1 have three guided read sessions each week. In the three sessions they will focus on decoding, prosody, and comprehension.
Children in EYFS, KS1 and some children in KS2, will then have an E-Collins reading book to share at home with parents through the E-Collins website or app. All books assigned to pupils are based on their current phonetic ability. Children should be able to decode and read these words with 90% fluency. They are reviewing and revisiting their learning and showing off their skills at home. The children’s reading abilities are regularly assessed individually and in guided groups so they can move through the book levels at their own pace. Children are also encouraged to read books of their own choice including library books and to listen to stories so they can develop a passion for reading.
At Holy Cross, children from Year 3 to Year 6 select books from the library to read for pleasure. They participate in Accelerated Reader in order to help develop their reading skills and raise standards in English. The principle behind this programme is to promote a lifelong love of reading in every student, regardless of aptitude or ability. It is designed to do the following:
- Make essential reading practice more effective for every child
- Personalise reading practice to each child’s current level
- Assess children’s reading skills through fun quizzes so that intervention strategies can be brought in when necessary
- Accelerate reading growth (progress) by a whole year
AR is a powerful tool for monitoring and managing independent reading practice. With AR, teachers create a reading programme to meet the needs of every student.
Using information generated by the software, teachers help students select books that are difficult enough to keep them challenged, but not too difficult to cause frustration. In addition, it helps teachers to monitor students’ vocabulary growth, literacy skills development and reading skills taught through other reading schemes.
Accelerated Reader helps develops lifelong readers.
Take a sample Accelerated Quiz – http://www.renlearn.co.uk/accelerated-reader/sample-quizzes/