READING – CURRICULUM INTENT
Purpose of study
Throughout their time at Chapel End Community Primary School children are provided with a variety of fun, relevant and engaging activities to develop, extend and master children’s ability to read and comprehend texts they have read. In order for children to become confident in using reading skills such as:skimming, scanning, deducting, predicting, summarising and; using context to help find the meaning of unfamilair words, to access information from texts successfully. Children are encouraged at every opportunity to see reading as an interesting activity to undertake and to be motivated to see reading as a pleasurable experience.
We also take the opportunity to celebrate reading at every opportunity. We harness ‘World Book Day’ and ‘World Poetry Day’ as key times of the year to promote a whole school approach to reading for pleasure through a theme as well as linking this into writing.
Children also have access to our School Library. The library is equipped with a wide variety of book genres that exemplify a variety of different age groups. This is with the intention that children will make use of this particular resource to help continue to satisfy their thirst for reading.
Reading is taught both discreetly and during lessons in other subject areas. This is important so that children at Chapel End have the opportunity to focus on the development of the core skills of reading whilst having the opportunity to apply these taught skills in other areas of the curriculum. A range of non-fiction, fiction and poetry is available for children to access for each topic- when the link between reading and the other subject is relevant. This helps children in particular to develop their vocabulary and understanding of key concepts.
Pupils in Early Years start their learning in Reading by learning how to recognise the relationship between phonemes and graphemes. They start their learning in this area with the teaching of Phonics through the use of Letters and Sounds enriched by activities by Phonics Play. When children are becoming more confident in this area, they are taught how to put meaning to pictures and Phonic Phase appropriate sentences discreetly in small ability set groups. In KS1 children continue their learning of phonics and are set according to phonic phase groups. These groups are fluid and children will be switched in order to be extended or supported. The teaching of phonics is paralleled from Early Years to ensure a smooth transition between Key Stages and Year Groups to ensure seamless transition.
This is continued in Year 2 with the development of comprehension level questions to focus on literal, inference and vocabulary.
Assessment and Curriculum Planning
Here at Chapel End Community Primary School we believe children should be taught to read by applying phonics to develop fluency as well as improve and develop their comprehension skills. In Early Years, children are assessed against the EYFS age related criteria within the strand of Literacy, though aspects of the different reading skills can be seen in all areas of the creative curriculum where applicable.
At KS1 & 2 we use the National Curriculum charted through objective statements to monitor individual pupil progress against the key stage expectations.
In Year 1, pupils undertake the Phonics Screening Test in order to show whether their segmenting and blending skills meet the required threshold. Following this, children in Year 2 will sit two reading tests (SATs) to supplement the evidence for the teacher assessment. This is also compulsory in Year 6 where each child will sit a Reading Test in May.
To help track and monitor children’s progress, children...
This information is then used to inform curriculum planning outlining how additional support or challenge can be provided in order to meet the needs of our pupils. This information is also used by teachers when reporting to parents.
How you can help from an early age...
Make sure that your child is familiar with language and books so that they can see how enjoyable reading is. Some of the things you can do include:
- Reading aloud to your child, talking about the words and pictures, and sharing ideas about the book
- Reading yourself: Children who see adults reading, and enjoying reading, are much more likely to want to read themselves
- Making sure your child is surrounded by books: You don't need hundreds of books at home, but make regular trips to the library or bookshop, not just to borrow books but to spend time together browsing and learning to make choices. In this way, reading becomes a habit.
Most importantly, talk to your child. Spend time with them, doing simple activities (cooking, making something, building a model). As you talk about what you’re doing, you are helping them to learn new words. Later, when they see words written down, they have already heard them and know what they mean.