Reading at Old Sarum Primary

Intention

At Old Sarum Primary School, we believe that reading is an essential life skill and we are committed to enabling our children to become lifelong readers. We develop fluency, vocabulary acquisition and comprehension skills so that children read effortlessly. Children are exposed to a range of high quality texts across a range of genres so they are fully immersed in the wider curriculum and make meaningful connections to broaden their knowledge.

Our aim is that every child sees themselves as a reader and develops an appreciation for books which offer them challenge and personal enjoyment; and that in doing so we promote a love of reading.

We recognise the importance of taking a consistent whole school approach to the teaching of reading in order to close any gaps and to target the highest possible number of children attaining the expected standard or higher.

It is our intention that as children move into KS2, they all have secure phonics skills and are able to read fluently. Where children are continuing to develop their phonics knowledge, regular phonics intervention groups are planned.

Implementation

Guided Reading

• Once children have secured their phonics skills, we develop fluency and comprehension skills in reading.
• Reading is taught daily using a whole class approach so all children experience a range of texts incorporating fiction, non-fiction and poetry.
• Teachers model reading aloud to develop understanding and prosody.
• Children read aloud to develop fluency and flair and connect with the text.
• Reading skills are explicitly taught using a VIPERS approach. A weekly focus on a different skill ensures children are able to analyse and meaningfully reflect on an author’s intention. In KS2, explicit teaching of reading comprehension strategies are modelled by the teacher and children are given the opportunity to independently apply these skills.
• Vocabulary (and grammar – linguistic knowledge)
• Inference
• Prediction
• Explanation
• Retrieval
• Summarising (KS1) / Sequencing (KS2)
• The level of challenge increases throughout the year groups through the complexity of texts being read.
• Opportunities for independent response and evaluation are built into the weekly sessions.
• The level of challenge increases throughout the year groups through the complexity of texts being read.

Impact

By the end of KS2 we expect our children to:

• Have decoding skills that are secure and hence vocabulary is developing;
• Be independent, fluent and enthusiastic readers who read widely and frequently;
• Be developing their understanding and enjoyment of stories, poetry, plays and non-fiction, and learning to read silently;
• Be developing their knowledge and skills in reading non-fiction about a wide range of subjects;
• Take place in discussions about a text and to be able to justify their views independently about what they have read;
• Make comparisons across different genres and begin to identify the author’s intentions when using specific words or phrases.
• Perform texts/poems with confidence and with an awareness of audience.
• Read sufficiently fluently and effortlessly, with understanding at an age appropriate interest level in readiness for secondary school

In addition we inspire our children to:

• Develop a love of reading that feeds the imagination;
• Read widely across both fiction and non-fiction, developing knowledge of themselves and the world in which they live;
• Develop their own preferences for reading, using this to recommend books to others, giving reasons for their choices.
• Develop their vocabulary beyond that used in everyday speech;
• Understand nuances in vocabulary choice;
• Understand age-appropriate, academic vocabulary.