Reading

Intent, Implementation and Impact

Subject: Reading

Subject Lead: Cherise Seevakreedam

Intent:

At Victoria Junior School, we believe that the teaching of Reading is a bestowed gift that we give to our children and is at the heart of all learning. We want to ensure that pupils develop a love of reading for pleasure, are able to read to an age-appropriate level and fluently so that they can access their curriculum and therefore take advantages of the opportunities, responsibilities and experiences of later life.

Implementation:

At Victoria Junior School, we use the ‘Twinkl Phonics Programme’. This programme is a method of learning letter sounds and blending them together to read and write words. Pupils who have not met the required standard for phonics have daily sessions working through the phases in small group sessions. Children who are catching up, take a decodable book matched to their phase. Where children do not read at home, staff and parental volunteers, facilitate extra reading sessions in the school day.
Children are explicitly taught key reading skills in lessons tailored to support them in acquiring the skills necessary to engage with a variety of texts. The skills are revised throughout our children’s time at Victoria Junior School, allowing them to become embedded in the children’s reading practice. We give children opportunities to apply these skills through weekly Comprehension lessons and through the Book Talk approach.
During our Reading Lessons, we use the Book Talk approach to teach reading across the school. Book Talk is a systematic way to teach reading strategies across the whole school from Year 3 to Year 6. Book Talk is key to developing speaking and listening skills.
Learning opportunities are differentiated to allow all pupils to progress to the highest levels they can, and prepare them for adult life.
Teachers model how to challenge lines of enquiry – so that children see how to argue a point and use counter evidence to strengthen their suggestions and conclusions for their answers.
Teachers provide lessons which are interactive and ensure children are reading high quality texts across a broad spectrum of genres, making cross curricular links.
Talk within reading lessons is complex, intelligent and has direction.
Each child will have at least two books to read each week: a library book of their choice and a book matched to their reading age.
We use Accelerator Reader to check their comprehension skills of the books they are reading.
All classes experience daily class reads, for pleasure, to excite and engage children and to expose them to a range of genres.

Impact:

Through the teaching of systematic phonics and reading lessons, our aim is for children to become fluent and confident readers who can apply their knowledge and experience to a range of texts through the Key Stage 2 curriculum.

Children’s progress in phonics is continually reviewed through daily informal and half termly formal phonic assessments and evidence from their reading and writing. Assessment is used to monitor progress and to identify any child needing additional support as soon as they need it.

Children’s progress in Reading is measured by the skills and knowledge they have gained which can be assessed using formative or summative assessments. Assessments include: book monitoring, accelerator reader tests, star reader tests, teacher judgement and phase/year group moderation. Children will also complete a standardised test each term compared to National Schools.

Reading

Intent, Implementation and Impact

Subject: Reading

Subject Lead: Cherise Seevakreedam

Intent:

Implementation:

During our Reading Lessons, we use the Book Talk approach to teach reading across the school. Book Talk is a systematic way to teach reading strategies across the whole school from Year 3 to Year 6. Book Talk is key to developing speaking and listening skills.

Learning opportunities are differentiated to allow all pupils to progress to the highest levels they can, and prepare them for adult life.

Teachers model how to challenge lines of enquiry – so that children see how to argue a point and use counter evidence to strengthen their suggestions and conclusions for their answers.

Teachers provide lessons which are interactive and ensure children are reading high quality texts across a broad spectrum of genres, making cross curricular links.

Talk within reading lessons is complex, intelligent and has direction.

Each child will have at least two books to read each week: a library book of their choice and a book matched to their reading age.

We use Accelerator Reader to check their comprehension skills of the books they are reading.

All classes experience daily class reads, for pleasure, to excite and engage children and to expose them to a range of genres.

Impact:

Through the teaching of systematic phonics and reading lessons, our aim is for children to become fluent and confident readers who can apply their knowledge and experience to a range of texts through the Key Stage 2 curriculum.

Children’s progress in phonics is continually reviewed through daily informal and half termly formal phonic assessments and evidence from their reading and writing. Assessment is used to monitor progress and to identify any child needing additional support as soon as they need it.