Why is English important?

‘A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society.’

(National Curriculum)

 

​Reading

KS1

Phonics (RWI) - 10:30-11

Fast Paced Text - 10-15 minutes every day

Library 20-30 minutes

Guided Reading 2 x 20 minutes

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KS2 

11:20-11:40 - Monday to Thursday (WTM/ Fluency/ Phonics)

Fast Paced Text - 10-15 minutes every day

Library - 1 hour slot 

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Phonics

• Read, Write Inc, which supports reading using phonics, is taught daily between 10:30 and 11:00 in EYFS and KS1. In KS2, phonics continues to be delivered between 11:20 and 11:40, following the Read Write structure using ‘Wandle’ books, for pupils who are identified as having incomplete or insecure knowledge of phase 1-3 sounds, using the Read Write Inc. assessment.

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For further information about Read Write Inc. please click here

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Fast Paced Text - KS1 and 2

 

'Simply reading challenging, complex novels aloud and at a fast pace in each lesson repositioned ‘poorer readers’ as ‘good’ readers, giving them a more engaged uninterrupted reading experience over a sustained period. Average reading ages improved by 8.5 months for the groups overall and by 16 months for the ‘poorer’ readers.'  

Mary Myatt   ( https://www.marymyatt.com/blog/using-stories-in-the-curriculum )

 

During these sessions children listen to a text read by the class teacher with some of the vocabulary being explained. This gives our children the chance to enjoy high quality, challenging stories in a ‘high challenge, low threat’ environment. The research, as above, shows the positive impact this can have. Fast-paced reading of a narrative, challenging text by the teacher for at least 15 minutes should take place daily modelling expression and discussing vocabulary- an activity shown by research to increase pupils' reading ages. These books are selected from Pie Corbetts' Reading Spines.  The range of texts for each year group can be found below:

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Library

 

The library at our school offers a space for children to interact with books in a meaningful and positive way. In KS1 the children may visit in groups or as a whole class to learn how to care for our library and choose appropriate books. In KS2, children visit in small groups while other children have time to read 1-1 with adults or complete gap tasks.

 

Guided Reading KS1

 

Guided reading sessions  in KS1 are planned to include shared reading, silent reading and focused questioning by the teacher to develop comprehension skills. Assessment during these sessions will inform whether a child needs to move on to a higher level in the reading scheme. The level of texts used during teacher led guided reading is slightly higher than the reading level pupils are reading independently. 

 

Over KS1, children progress from firstly working as a whole class at the start of year 1 with story sacks, role play and dissecting books verbally as a class. Children are then supported with the transition to adult lead guided reading group work and independent group work involving phonics puzzles, comprehensions and follow up tasks. 

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Walking Talking Mocks, Fluency and Phonics KS2

 

Phonics in KS2 - The groupings in KS2 are fluid with children progressing to fluency groups once they have a secure knowledge of phase 1-3 sounds.

 

Fluency - Research from the Education Endowment Foundation (EEF) shows the importance of reading fluency. The aim of these groups is to increase oracy skills, stamina, automation, intonation and pace. Children work in a small group with an adult using recommendations based on this research. Some activities include shared reading, use of modelling from either the adult or audiobooks and the children then have the opportunity to perform to their class. Children will then progress to ‘Walking Talking Mocks’.

 

https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks2

 

https://educationendowmentfoundation.org.uk/news/eef-blog-shining-a-spotlight-on-reading-fluency

 

Walking Talking Mocks

 

The ‘Walking Talking Mock’ strategy for reading comprehension comes from PiXL (a school partnership of thousands of schools nationwide) and provides children with overt, explicit modelling regarding comprehension skills including: retrieval practice, inference skills, modelling of thoughts, strategies to unpick vocabulary and question stem work. Children will then complete the comprehension and misconceptions and errors will be explained.

 

Reading Champions

 

Our Year 6 children are given the opportunity to listen to and encourage KS1 to read within our wonderful outdoor classroom.

Independent reading is encouraged in class, with a wide variety of texts available including non-fiction, play scripts and picture books. Activities such as role-play, hot-seating and drama are used to help pupils to understand texts and promote enjoyment of reading with every effort being made to reflect a range of cultures. Within King’s Wood, each classroom has access to a wide range of reading books ranging from bookshelves with the classrooms or areas in KS1, KS2 and the library itself. 

 

Pupils are encouraged to read daily at home and have their home reading records completed, these records are checked and signed at least once a week by the teacher/LSA. Pupils change their reading books at least once a week and more if they wish to.

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