Reading Curriculum at Chigwell Row

 

Intent:

At Chigwell Row Infant School, we are passionate about reading We believe that confidence in reading promote a life-long love of reading which will in turn support children on their journey to becoming confident writers and ‘allow them access to the full curriculum on offer.’ (Ofsted 2019) 

Quality texts lie at the heart of our curriculum. We believe that ‘It is through being immersed in quality literature that children begin to realise the power of words and imagination in making stories come alive.’ (Meek, 1998). The wide variety of texts we use across each year group not only underpin children’s learning in reading, writing, speaking and listening, but enhance and underpin learning across the wider curriculum.  

 

Our curriculum for reading is designed carefully: 

  • To ensure that all children make sufficient progress to meet or exceed age-related expectations 

  • To enrich children’s reading experiences through immersing them in quality literature 

  • To ensure children are able to read easily, fluently and with good understanding 

  • To provide consistent and progressive phonics teaching in the early teaching of reading 

  • To promote reading for both pleasure and information 

  • To enrich children’s vocabulary 

  • To develop understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language 

  • To ensure children are able to write clearly, accurately and coherently, adapting their language and for a range of contexts, purposes and audiences 

  • To ensure the continual development of pupils’ confidence and competence in spoken language and listening skills 

  • To develop an appreciation of our rich and varied literary heritage through the celebration of quality texts across a range of genres, including a balance of old and new classic texts, poetry, non-fiction across the curriculum, stories, rhymes and new and popular authors 

  • To set ambitious expectations for reading at home 

 

Implementation: 

 

In EYFS 

  • Regular story reading/telling children are encourage to blend sounds 

  • Small group reading (guided reading/comprehension) talking through the story; encouraging prediction, feelings, social story elements 

  • Reading games on the Interactive whiteboard differentiated  

  • Daily phonics sessions that cover both reading and writing using letters and sounds. 

  • One to one reading with an adult, at least twice weekly  

  • Children choose their own books, read with staff, take home read with adults . Reading records are completed. 

  • Children are encouraged to bring in books from home; to discuss why they have chosen them. 

  • Oral story telling 

  • Audio books that children can choose to listen to 

  • All adults are aware of children’s specific needs with regard to reading . 

  

In Key Stage One:  

 

  • Reading is taught through systematic synthetic phonics (Letters and Sounds) . 

  • A variety of reading schemes are used in school, including: Oxford Reading Tree and Songbirds. 

  • All adults are aware of children’s specific needs with regard to reading. 

  • Regular story telling at end of the day 

  • All children are in guided reading groups . Guided reading is delivered by LSAs and class teacher who closely liaise to ensure areas of focus. 

  • One to one reading with all children twice weekly and with LA daily 

  • Inviting, comfortable reading corner 

  • Children choose their own books within banded level (Book Bands for Guided Reading) and they change them regularly. When they have finished – informed by comments in Record from home, or through conversation with teacher/LSA, they select next book. 

  • During daily Guided reading sessions children undertake whole class or differentiated reading activities following the VIPERS method. 

  • Regular high frequency word games 

  • Daily differentiated phonics sessions that cover both reading and writing 

  • Talk for writing used; actions for key words including maths vocabulary 

  • Cross-curricular reading applied and used to embed skills and genres learned . 

 

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