At Spring Lane Primary School, we place English at the heart of our learning. We understand that a high-quality education in English will teach 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 in particular, pupils have the opportunity to develop culturally, emotionally, intellectually, socially and spiritually. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively excluded from opportunities in their future lives. Here at Spring Lane, we use the aims laid out in the National Curriculum, as well as our knowledge and understanding of our pupils and how they learn, to ensure the very best provision for the children in our care.
Children at Spring Lane Primary School learn phonics through the ‘Letters and Sounds’ programme. In KS1, book bands are used to progress children through reading until they reach a level as which they can access our, ‘Accelerated Reader’ programme, where they read books and complete questions that test their comprehension. Our teachers will ensure children have time within school in which to read independently and also model reading to their classes through the use of texts in lessons and class reading time.
Our teaching will focus on developing pupils’ competence in both decoding and comprehension. Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction.
Our approach to reading comprehension:
At Spring Lane, we teach reading comprehension skills in a whole class setting. This is to ensure that all children are challenged, read more regularly and are exposed to high quality texts and responses. Through this, children have access to a wider range of vocabulary and grammar. Reading skills are modelled, discussed and made explicit to ensure children know that there is more to reading than just decoding words. Reading sessions are focused on particular skills as listed below.
Children will have a one-hour reading session and up to four 30-minute reading sessions weekly depending on the year group they are in. The skills covered will be based on the content domains and children will be told in each lesson what skill is being taught/learnt.
1a – Define (translator)
1b – Retrieval (reporter)
1c – Sequencing (organiser)
1d – Inferring (detective)
1e – Predicting (weather forecaster)
Enjoy – reading for pleasure
2a – Vocabulary (translator)
2b – Retrieval (reporter)
2c - Summarising (researcher)
2d – Inferring (detective)
2e – Predicting (weather forecaster)
2f – Explaining language and structural choices (author)
2g – Authorial content (interpreter)
2h – Comparing (librarian)
What will my child be taught?
We have mapped out a progression of skills across the whole school that allows all children to learn the core skills of reading and understanding texts all the way from Nursery to Y6.
Reading at home
Children need to bring in their reading book and reading record/homework diary every day. To encourage children to read at home, they will receive a house token once they have read at home and the house with the most amount of tokens at the end of a half term will receive a prize.
We also reward children for reading daily with the award of bronze, silver, gold and platinum awards (achieving 50, 100, 150 and 250 reads respectively).
Each child has an accelerated reading book which is levelled to ensure children are reading appropriate texts and children take quizzes on these books.
What does a fluent reader in KS1 (Y1,2) look like?
The Department for Education has published a sample of a child reading at the 'expected' standard for KS1.
What does a fluent reader in KS2 (Y3,4,5,6) look like?
The Department for Education has published a sample of a child reading at the 'expected' standard KS2.