English - Reading
Nine Acres approach to reading
- Draw upon their knowledge of vocabulary to answer questions.
- Use their phonic knowledge to blend and segment words.
- Be able to identify key aspects of fiction and nonfiction.
- Be able to identify and explain the sequence of events in texts
- Make inferences from the text
- Predict what might happen based on the text so far.
- Give and explain the meaning of words in context
- Retrieve and record information
- Summarise main ideas from more than one paragraph
- Make inferences from texts
- Predict what might happen based on information that is stated or implied
- Identify how content contributes to meaning as a whole.
- Explain how meaning is enhanced through the choice of words and phrases
- Make comparisons within the text.
- Make comparisons between different books, other forms of writing and other things that they have read.
- Compare and contrast different viewpoints within given texts.
- Reflect on what they have read and how they can relate to the genre/character/event.
Every week, the class teacher will focus on key reading skills that children will need to access the focus text. These skills will then be included in the English learning journey as well as be a central focus for our book club sessions.
Focused comprehension tasks are also used throughout the learning journey each half term. This is to check for understanding and address any misconceptions.We also include non-fiction, poetry, or classic texts in our comprehension sessions to ensure that children are getting a wide and balanced diet in reading.
- Once children are proficient in decoding, children then begin developing their level of fluency. The class teacher will assess their class across many different elements of reading fluency.
- Teachers will skilfully plan intervention for any children that need additional support with reading fluency with extra 1:1 or small group work throughout the week.
- Children are expected to read at least three times a week at home and records are kept and used to identify those children who are not practising their fluency skills on an appropriate text.
- Children are benchmarked so that they are able to take a book home that is an appropriate level (and matches their phonic ability in KS1) for them to develop their reading fluency. Children can also take home a Reading Challenge Book that they read for enjoyment.
- All of our classrooms are full of age appropriate, quality texts.
- At the end of each day, every class enjoys a ten minute reading session. The adult in the classroom reads aloud to the children, who just have to sit and enjoy listening. There is very little questioning, or clarifying in these sessions so as not to disrupt the flow of the story.
- We have weekly celebration of the class with the most children that have read at home. ERIC the bee gets to join the winning class for the week. The class that has read the most at the end of each half term gets to decide on their celebration. This could be a party or a fun enrichment activity of their choice.
- We have a class Reading Challenge where children get rewards for how many books they read.
- Each class has the book of the term on their door and the environment reflects that reading is a school priority.
- Children read over 250 books during their time at Nine Acres and all of them are filled with rich age appropriate language.
- Our curriculum has key vocabulary which we expect the children to know by the end of their learning journeys and teachers have to plan specifically for.
- Within our reading sessions, teachers plan and pre-clarify words that they feel their class may be unfamiliar with.
- Key vocabulary is on display and part of knowledge organisers so that children are exposed to it on a daily basis.
- Teachers promote oracy within the classroom and use a variety of teaching strategies that give children the opportunities to use new vocabulary in discussion with their classmates.
We understand that some children find reading harder than others. We are constantly assessing what our children can do and what they find difficult. Our English lead, KS1 lead and Excellence for All lead will meet with class teachers each half term as a minimum and have a discussion with them and offer advice around what they can do to support those children who are finding reading difficult.
Our SENCo will also meet regularly with the class teachers to discuss particular strategies that may support those children with Special Educational needs, or those children who are being indentified as possibly having special educational needs.
From this a variety of strategies may take place. Children may receive:
- Extra support in the classroom
- Work that is set out differently to help them to access it.
- Extra group work additional to what they are already receiving.
- Targeted phonics work to help them develop their decoding skills.
- Parental meetings so that they can be even further involved in developing their child's reading.