Reading
Intent, Implementation and Impact Statement
poplars community primary school reading intent implementation impact statement.pdf
Poplars Community Primary School Reading Intent, Implementation Impact Statement
Poplars Community Primary School Reading Curriculum
SMSC Statement
poplars community primary school reading smsc statement.pdf
Poplars Community Primary School Reading SMSC Statement
Phonics
Read Write Inc; a systematic approach to the teaching of phonics programme:
At Poplars Primary School, we teach phonics using the Read Write Inc (RWI) programme developed by Ruth Miskin.
The programme is for:
● Pupils in the nursery will be introduced to RWI;
● Pupils in Year R to Year 2 who are learning to read and write;
● Any pupils in Years 2, 3 and 4 who need to catch up rapidly.
Children who are not yet able to read fluently at an age-expected standard will continue to receive intensive support so that no effort is spared during their time at Poplars to prepare them for their next stage.
We teach pupils to:
● Decode letter-sound correspondences quickly and effortlessly, using their phonic knowledge and skills;
● Read ‘tricky’ words on sight;
● Understand what they read;
● Read aloud with fluency and expression;
● Write confidently, with a strong focus on vocabulary and grammar;
● Spell quickly and easily by segmenting the sounds in words;
● Acquire good handwriting.
In addition, we teach pupils to work effectively with a partner to explain and consolidate what they are learning. This provides the teacher with opportunities to assess learning and to pick up on difficulties, such as pupils’ poor articulation, or problems with blending or alphabetic code knowledge. We aim to group pupils homogeneously, according to their progress in reading rather than their writing. This is because it is known that pupils’ progress in writing will lag behind progress in reading, especially for those whose motor skills are less well-developed.
In Early Years we emphasise the alphabetic code. The pupils rapidly learn sounds and the letter or groups of letters they need to represent them. Simple mnemonics help them to grasp this quickly. This is especially useful for pupils at risk of making slower progress. This learning is consolidated daily. Pupils have frequent practice in reading high-frequency words with irregular spellings – ‘tricky words’.
We make sure that pupils read books that are closely matched to their increasing knowledge of phonics and the ‘tricky words’. This is so that, early on, they experience success and gain confidence that they are readers. Re-reading and discussing these books with the teacher supports their increasingly fluent decoding.
Our aim is for pupils to complete the phonics programme as quickly as possible. The sooner they complete it, the sooner they will be able to choose books to read at their own interest and comprehension level.
Learning Sounds at Home:
As part of the programme the children have a daily 60-minute phonic lesson and during this lesson, they will have:
- Speed sound lesson – introduced to new sound and recap all sounds (a new sound is taught every day working from Set 1, Set 2, Set 3 and Extra Sounds)
Set 1 SoundsSet 2 SoundsSet 3 Sounds
-
Read Green Words (words that contain a new sound or a previously taught sound – see further information below)
-
Read Red Words (non-decodable high-frequency words – see further information below)
-
Read ‘Alien Words’ (made up from all sounds)
-
Fred Finger Spelling
-
Spelling rule activity
-
Hold a Sentence (dictation – based on new or previously taught sound – see further information below)
Green Words:
Green words are important words that the children will encounter in the story that they can phonetically decode. They are split into Speedy Green (Words that children will encounter often) and Story Green (Words that are specific to the story).
Firstly, children practise reading these words together with their teacher. They discuss the meanings of these words where needed so that children understand this new vocabulary before they begin reading.
Children then practise reading their green words.
Red Words:
These are words that children cannot use their sounds to read and need to be recognised by sight. Children practise and discuss these words with their teacher.
Hold a sentence:
This is a dictation activity. The teacher will read a sentence and practise saying this whole sentence with the children. Next, the teacher will model how to write this sentence using the correct punctuation. This will then be hidden. The children then write this sentence from memory. Finally, the children check their sentences against the teacher's model.
Reading in Early Years
In the Early Years formal teaching of reading is delivered following the Read Write Inc programme. It is a well-structured, systematic approach to phonics. Children work in small groups and are assessed and regrouped half-termly.
Impact and progress are regularly measured with all children making progress.
In addition, vocabulary and phonics are embedded in all areas and provisions, including:
- Language rich environment
- Book corner in classrooms
- Fiction/nonfiction books accessible
- Stories
- Songs
- Rhymes
- Book sharing in class – reading stories
- Weekly library books
- Reading Race incentive.
- Modelled reading through teaching sessions
- Word games around the classroom
- Encourage children to use ‘Fred fingers’ whenever possible.
- Flashcards/words in the classroom
- Signs and labels
- Name cards
- Daily Topic session using a text, song or picture stimuli
- Modelled reading /storytelling
- Drama based activities
- Puppets and storytelling
- Small world/construction areas to develop story-based play
- Signs and labels – words and pictures on pots and storage to encourage reading.
- Tailored daily intervention for identified child (Read, Write Inc.)
- Weekly one-to-one reading for all children
- Weekly information sheets for parents to support their children
- Reading workshops for parents (restrictions permitting)
- Outside
- Dedicated reading Pod
- Words / phonic cards
- Access to fiction and non-fiction books
- Music pod to develop listening skills.
- Small world Pod to develop storytelling
- Discreet intervention – phonic cards in pockets / green word / red words as we progress through the year
Reading in the Early Years
Reading is so important. Enjoying books and reading stories from a very early age is crucial in the development of a child. Not only does it help with their ability to understand words, but it encourages them to begin to develop their imagination – to see things and imagine things all by themselves – and to develop their speech, it improves concentration and introduces children to new concepts and the world around them.
Children develop more in the first 5 years of their life than at any other time (hence why these are called the foundation years), and during these years children start building the blocks for the rest of their life.
How We Share Books in the Early Years
As well as the books we read as part of our main curriculum from the school reading spine. We also have books available in our everyday provision. We link texts and books to the different areas of our learning environment. Children can then use these to further their understanding. For instance, in the small world area near the dinosaurs, you will find books about dinosaurs. These will often be above the reading age of the child however an adult can share the information with the child. This allows the child to access extra information and for the adult to model reading.
Reading in KS1
Reading Progression – Years 1 and 2
|
|
Year 1 |
Year 2 |
|
The child as a reader |
Is increasingly familiar with a wide range of poems, stories, fairy stories and traditional tales Is developing pleasure in reading Can recognise rhymes and some simple poems |
Is increasingly familiar with a wide range of stories, fairy stories and traditional tales Developing pleasure in reading Can participate in discussions about both books that are read to them and those they read for themselves Can recognise recurring literary language in poems and stories |
|
Word reading, decoding and understanding |
Can apply phonic knowledge as a route to decode words Can recognise, read and identify correct sound to grapheme for all 40+ phonemes Can recognise, read and identify alternative sounds for some graphemes Can break words into more than one syllable that contain taught GPCs Can read words with increasing fluency without overt sounding and blending Can read common exception words Can recognise and read prefix un and use this to construct meanings of words Can recognise and read a range of suffixes and use these to construct the meanings of words in context e.g. s, es, ing, er, est, ed Can recognise an increasing range of punctuation (. CL ! ? ) and use this to add expression and understanding to the text Can use the context of the text and pictures to help read unfamiliar words Can read words with simple contractions Can discuss word meanings, linking new meanings to those they already know |
Can decode unknown words by applying phonic knowledge Can recognise, read and identify the full range of vowel graphemes Can recognise, read and identify the full range of consonant graphemes Can break words into two or more syllables Can read 90 words per minute at the expected standard Can read further common exception words Can recognise and read a range of suffixes and use these to construct the meanings of words in context e.g. ed, ing, er, est, ly, ful, less, ness, ment Can recognise an increasing range of punctuation (. CL ! ? " " , ') and use this to add expression and understanding to the text Can use the context of the text to help read unfamiliar words Can discuss word meanings, linking new meanings to those they already know Can recognise adjectives, adverbs and similes Can identify how vocabulary choices affect meaning |
|
Comprehension (Retrieval) |
Join in with predictable phrases or refrains Can explain what is read in their own words Recall main points (who, what, where, when, how, why answers) Link what they read or hear to their own experiences |
Recall main points with reference to the text (who, what, where, when, how, why answers) Can read closely to obtain specific information e.g. what type of clothes someone was wearing Can identify, select and highlight keywords in a sentence to answer recall questions Is beginning to scan for a specific purpose e.g. looking for specific information e.g. names of characters Can recognise and talk about the main differences between fiction and non-fiction texts |
|
Comprehension (Sequencing) |
Identify components of a story - beginning, middle and end |
Identify components of a story - beginning, middle and end Can sequence events in the text |
|
Comprehension (Inference) |
Can answer simple 'How' and 'Why' questions from pictures or text Can discuss the actions of characters and justify views on the basis of what is being said and done |
Can discuss the actions of characters and justify views on the basis of what is being said and done Can summarise the main points from a passage or a text Can identify and discuss favourite words and phrases Can ask questions to improve their understanding of a text Is beginning to identify the author’s main purpose for writing Can explain what the writer might be thinking |
|
Comprehension (Prediction) |
Can discuss the significance of the title Can make predictions sometimes based on what has been read so far |
Can make predictions on the basis of what has been read so far
|
poplars community primary school reading curriculum ks1.pdf
Poplars Community Primary School Reading Curriculum KS1
Reading in KS2
poplars community primary school reading curriculum ks2.pdf
Poplars Community Primary School Reading Curriculum KS2
poplars community primary school reading ks2 progression.pdf
Poplars Community Primary School Reading KS2 Progression
Reading - Year 3Reading - Year 4Reading - Year 5Reading - Year 6
Reading Spine
Our reading spine is a collection of recommended books which are considered to be ‘must-reads’ for everyone. The books in this collection consist of picture books, novels, non-fiction texts and poetry intended for class shared texts. Each book has been carefully chosen to stretch vocabulary, expose children to different structures and timeframes, encourage critical and analytical thinking and promote a love of reading. Following this reading spine provides equality of opportunity for all children; ensuring all Poplars pupils will leave school having had exposure to wide ranging, linguistically varied and intellectually stimulating collection of texts.
These texts are based on research by Doug Lemov about ‘The Five Plagues of the Developing Reader’, which are the stumbling blocks children can face if they are not exposed to a rich variety of texts.
The texts in our spine fall into these 5 categories:
1. Archaic Language
Books which were (usually) written in the past and use vocabulary or sentence structures which we are unlikely to be exposed to in our everyday spoken language. Children need strategies to decode unfamiliar words and to build up their own bank of known archaic language.
2. Non-Linear Time Sequences
Books which are not written chronologically. They may include flashbacks, time travel, multiple plots happening at different times or the start of the book being the end result. These books enable children to restructure the events chronologically in their mind as they read.
3. Narratively Complex
These texts are often told by a narrator who isn’t aware of everything which happens in a story or may have more than one narrator. These texts may also have plots which seem separate but then intertwine to pull the different plotlines together.
4. Figurative/Symbolic Text
Books which use allegories, metaphors and symbols to represent an idea.
5. Resistant Texts
Books, and often poems, which deliberately try and create confusion. These texts should be viewed as a challenge or a brainteaser to try and work out the meaning.
In addition to these 5 plagues of the developing reader, we have also included a further category to reflect our diverse community: Diversity – books which celebrate authors and protagonists that reflect our community and promote ethnic diversity.
The texts in our spine fall into these 5 categories:
1. Archaic Language
Books which were (usually) written in the past and use vocabulary or sentence structures which we are unlikely to be exposed to in our everyday spoken language. Children need strategies to decode unfamiliar words and to build up their own bank of known archaic language.
2. Non-Linear Time Sequences
Books which are not written chronologically. They may include flashbacks, time travel, multiple plots happening at different times or the start of the book being the end result. These books enable children to restructure the events chronologically in their mind as they read.
3. Narratively Complex
These texts are often told by a narrator who isn’t aware of everything which happens in a story or may have more than one narrator. These texts may also have plots which seem separate but then intertwine to pull the different plotlines together.
4. Figurative/Symbolic Text
Books which use allegories, metaphors and symbols to represent an idea.
5. Resistant Texts
Books, and often poems, which deliberately try and create confusion. These texts should be viewed as a challenge or a brainteaser to try and work out the meaning.
In addition to these 5 plagues of the developing reader, we have also included a further category to reflect our diverse community: Diversity – books which celebrate authors and protagonists that reflect our community and promote ethnic diversity.
poplars community primary school reading spine.pdf
Poplars Community Primary School Reading Spine
Oracy
poplars community primary school oracy intent implementation impact statement.pdf