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English Reading

Intent

At Castle Cary Primary School, the English curriculum aims to ensure that children become fluent, confident readers who have discovered a real love of books (of all genres) and who are able to read for pleasure as a result of good levels of comprehension and a wide, rich vocabulary. We wish for our children to be able to make informed book choices based on their reading experience and knowledge of authors, and to be able to enter into book talk with confidence, sharing firm opinions of what they have read which are supported by clear reasons and to have a wide, rich vocabulary. At Castle Cary Primary School, the English curriculum aims to ensure that children become fluent, confident readers who have discovered a real love of books (of all genres) and who are able to read for pleasure as a result of good levels of comprehension and a wide, rich vocabulary. We wish for our children to be able to make informed book choices based on their reading experience and knowledge of authors, and to be able to enter into book talk with confidence, sharing firm opinions of what they have read which are supported by clear reasons and to have a wide, rich vocabulary.

Implementation

In EYFS, phonics is taught four times a week using RWI. Children move from single sounds to digraphs and trigraphs. Children are assessed at least half termly and are grouped accordingly. Reading books match the children’s decoding skills as well and the children take these home alongside a sharing book. A high emphasis is placed on developing vocabulary and comprehension skills alongside phonic development. This is continued into Key stage 1 with children moving onto guided reading sessions, where a focus is placed on developing key comprehension skills, when all phonic knowledge is gained and the children are reading fluently.

In Key Stage Two, where needed, phonics is delivered as an intervention programme. Reading is taught through four weekly Guided Reading sessions using a skills-based approach. A wide range of both Fiction and Non-Fiction texts are used (each having a specific skills focus: Literal, Inference, Deduction or Evaluative).   In addition, there is a weekly discrete comprehension session in which other reading skills are developed such as comparing and contrasting texts, making predictions and identifying authorial intent.

We also have a Reading for Pleasure session once a week in which everybody (children and adults alike) can bring in a book to read for sheer enjoyment. We finish these sessions by inviting children to share and review what they are reading and to make reading recommendations to each other.

Accelerated Reader is used to ensure that children are choosing books that are at the appropriate level, to assess reading attainment and progress through termly Star Tests, and to use the results from book quizzes to monitor the quantity and quality of reading within each class.

Reading Records are used in KS1 to evidence reading and as a form of communication between home and school, while in KS2, Reading Logs are kept by children which can be found in the front of their Guided Reading books.

Impact

Children at Castle Cary will:

  • Read with enthusiasm and enjoyment, and understand the importance of reading as the foundation of all their learning
  • Be able to read with fluency, expression and pace
  • Have a continually developing vocabulary
  • Be able to make informed reading choices
  • Be able to talk with confidence and clarity about their own reading and choice of author
  • Have a clear understanding of the comprehension skills (Literal, Deduction, Inference and Evaluation)
  • Be able to use skimming and scanning to finds and retrieve information
  • Be able to make inferences and deductions which are supported by clear text-based evidence
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