Reading at Cameley
Please see here for our Reading Curriculum
Cameley’s Reading Overview
Reading in EYFS/ Y1/ Y2.
As well as the daily teaching of phonics as the route into decoding, in Foundation stage and Key stage one classes all children read individually with an adult as least once a week. In addition to this, class texts from the carefully selected ’50 reads; are shared daily to support oral comprehension and reading for pleasure.
In KS1, VIPERS lessons begins through whole class reading which models fluency and prosody. Oracy is improved by providing children with scaffold sentences to support their responses. They spend time modelling how they make sense of the text using the six skills from the national curriculum, before children have a go at written responses.
Reading in Years 3 – 6 (Key Stage 2)
In Key Stage 2 children take part in a daily whole class reading lesson. The content of these lessons has been carefully planned to ensure that the needs of our children are fully met. Each week, a section of text taken from the class text (also being used to support the teaching of writing) is chosen as the focus for the reading lessons. Children will read together and fluency is modelled by teacher and echo reading. Stem sentences are also used to model appropriate responses to answer each of the specific skills.
KS1 and KS2 children follow the sequence of reading lessons using the structure below.
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Monday |
Teacher’s plan activities to broaden children’s vocabulary. |
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Tuesday |
Teachers take one particular comprehension skill (for example inference, summarising, explaining choices etc.) and teach children how to gather information to respond. |
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Wednesday |
All children look at Vocabulary, Inference and Prediction. |
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Thursday |
All children look at Explanation, Retrieval and Sequence (KS1) or Summarise (KS2). |
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Friday |
Stamina and skill knowledge is applied through independent reading tasks which target a range of skills. These are taken from Literacy Shed, Rising Stars or CGP materials. |
Children with SEN and those who are working below their year group
Children who are reading at a level below that expected for their age receive additional decoding interventions and those working within the lowest 20% have additional 1:1 reading from class TA.
Whole class reading sessions use ‘echo reading’ as a strategy to help build children’s fluency. Pre-teaching is also used as a strategy to support children with SEN to participate in whole class reading lessons. This includes a familiarisation session at the beginning of each unit to cover key vocabulary and characters names.
During class based reading lessons, reading activities are scaffolded.
Pupils working above the standard expected for their age
During reading lessons there will be a range of tasks, with those more challenging aiming to stretch those working above the expected standard and teachers direct children accordingly.
IMPACT
Assessment
For those pupils working in EYFS/ KS1 or identified as needing continued decoding support, teachers routinely complete phonics assessments and pupils’ progress is closely monitored by the school’s Phonics Leader.
Three times per year, standardised assessments (NFER) tests are used with pupils in Years 1 – 6, to track progress and identify children who would benefit from additional support in reading.
Additionally, the diagnostic tools are used by teachers and to assess the impact of the reading curriculum children and class teaching of each skill.
READING FOR PLEASURE
Here at Cameley, we treasure reading for pleasure and as part of children’s exciting Reading diet we encourage book club, library time, peer reading, mobile library, holiday book challenges and so much more!
We also celebrate those who read at home with our exciting reading reward system (details here) as seen on the link above. Each week during Commendation Assembly the whole school celebrates these children and their fantastic achievement. See above Ava (Year 2) who recently achieved 100 reads!
50 Recommended Reads by Year Group:
