Moorside Community Primary School

Reading

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Reading Journey at Moorside Primary School

Intent:

We are proud of the ambitious, meaningful and progressive reading curriculum that we provide all of our children enabling them:

To go further than we thought possible.
To run faster than we hoped.
To reach higher than we dreamed.
To become the best that we can be.

We are passionate about reading at Moorside. We intend for all of our children to be confident, avid readers who have the necessary skills to achieve in any area they pursue.

Children at Moorside engage in a high quality reading journey from Nursery to Year 6, routed in quality first teaching, whilst fostering love of reading, books and storytelling.

 

Implementation:

Reading is central in our curriculum. Children read widely, often and in different forms. Implementation varies between key stages; however our intent remains the same. Children are supported throughout their Moorside Reading Journey and much work has been undertaken to ensure fluidity and consistency between phases. We implement our reading curriculum in a way which promotes active engagement in text, encourages children to explore characters, ask and answer questions and share stories for pleasure.

 

EYFS

In the Early Years Foundation Stage reading is at the heart of our curriculum. From the very beginning a love for reading and sharing stories is nurtured.

Children are taught to read using a variety of teaching approaches as outlined below. These teaching approaches are a mixture of both direct teacher led sessions and child initiated planning in the moment. 

1:1 teacher led session -  Each week the Reception teachers have a day dedicated to reading with their children on a 1:1 basis.  This allows them to teach the children to their individual needs whilst continually assessing progress.

Minimum of twice daily shared stories – There is a minimum expectation that adults read to the whole class twice a day. In reality, children share stories with adults much more through the school day. These sessions allow children to be excited by stories, to join in and explore a range of genres and characters.

Small group reading lessons -  Children have a small group teacher led reading lesson with the class teacher from the spring term. Once children reach Red 4 they read to the teacher in a small group. Before Red 4, the teacher leads the reading lesson focussing on concepts about print and basis recall and prediction questions.

Literacy rich provision - The provision, both inside and outside, provides the children with vast literacy opportunities. These include: story sack, puppets, fiction and non-fiction books, picture books etc.

Weekly poetry basket - Each week, the children in nursery and reception learn a new poem together. They spend time exploring it a reciting it together. This performance poetry develops the children’s vocabulary and it’s principles are built upon the idea that, ‘If children know eight nursery rhymes by heart by the time they’re four years old, they’re usually among the best readers by the time they’re eight.’

Helicopter Stories -  Helicopter Stories is based on the Storytelling and Story Acting curriculum of renowned Early Years practitioner Vivian Gussin Paley. During a Helicopter Stories session, children dictate their stories to an adult scribe. Later that same day, the whole class gather around a taped out stage and the stories are acted out.  In our Early Years, children are encouraged to become author, read their stories and perform them to their peers. Each child will have completed a helicopter story by the end of every term.

 

KS1

In KS1 they children continue their reading journey by being immersed in a range of reading activities.

TA led pre teach book walk and vocabulary lesson - During this session the children have the opportunity to explore the text before reading it in the teacher led taught session. Children will make predictions and look through the illustrations and discuss the content. The adult will focus on identified vocabulary which could potentially be a barrier to understanding in the next session.  

Teacher led small group reading lesson - This is the teacher led lesson for reading that each child will receive each week within a small group. Children will read a range of fiction, non- fiction and poetry books and will be asked a range of verbal questions covering all question types. 

Reading for pleasure / listening station - During this session, children will be encouraged to engage with stories and books for their own personal enjoyment. We use listening stations for children to listen to stories read to them with intonation and enthusiasm. We provide high quality and engaging children’s literature for children to peruse and share with their friends.

Learning job routed in S&L, Oracy and Drama -These are independent activities. Children are provided with resources to complete a tasks routed in the development of speaking and listening. For example children may:

- retell a familiar story using the green screen

- retell using puppets

- order and retell a story using sequence cards

- take on the role of a character and ask questions in pairs etc

Additional Reading Experiences

As part of the weekly phonics lessons, children have an additional reading lesson the Friday. During this lesson, the children review the learning from that week and apply their knowledge to a RWI book at the appropriate level. This book choice is determined by how the children perform on the RWI assessment. Children read at their own pace and the teacher listens nd supports them as required. The teacher asks pre planned questions to assess comprehension.

Shared stories are an integral part of KS1 practice. Children are read to by adults on a daily basis and stories are shared as a whole class.

 

KS2 

Monday - Orientation / Vocabulary extension activities related to text

The children are given an overview of the text they are going to be reading for this week. They will discuss the author, other books with similar themes, links between chapters and character types.

They will also be given the opportunity to explore vocabulary that may be a barrier to understanding the text. This will be done through a variety of engaging and interesting ways.

Tuesday - Shared modelled reading / Independent Reading

The teacher will read the text using expression, intonation and a range of voices for different characters to model good practice and a love of reading.

The children will then be given the opportunity to practice reading fluently and with expression under the teacher’s guidance.

Wednesday - Active engagement and response to the text

This is a fun session where the children can develop their understating of the text / characters / themes in the book through role-play, hot-seating, research and other engaging activities. This is so the children have a wider understanding of the text.

Thursday & Friday - Application of Knowledge and understanding / comp skills

This is a chance for the children to demonstrate their understanding of the text and develop their comprehension skills for a wide variety of question type. This also allows the teachers to assess the progress the children are making in reading. Sometimes this may include a different text to the one they have been learning that week to see how the children apply their skills to new unseen texts.

 

Impact:

Our children enjoy reading. They can talk confidently about the texts and characters that they have explored, why they like them and compare them to others. During their time with us at Moorside, they will have experienced a wide variety of text and will be able to receipt familiar poems. Children understand why reading is important and how it helps them achieve in other areas.