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Kidsgrove Primary School
Empowering Learners...Growing Minds
Summary of Implementation of Reading at Kidsgrove
How do we IMPLEMENT reading at Kidsgrove?
Learning to read is one of the most important things your child will ever learn. It underpins everything else, so we put as much energy as we possibly can into making sure that every single child learns to read as quickly as possible. We also want your child to develop a real love of reading and to want to read for themselves. This is why we work hard to make sure children develop a love of books as well as simply learning to read.
Our Reading approach at Kidsgrove
Highly Engaging Texts
At Kidsgrove we ensure we use high quality texts both in Reading and Writing as part of our 101 initiative. The 101 initiative is 101 books that pupils should have access to before they are 11 either through storytelling, reading or audible. These texts allow different genres to be explored, current global events to be discussed and develops cultural capital through inspirational key people in society. Key authors will also be covered.
See our link to the 101 key books we explore at Kidsgrove Primary
Storytime
Teachers regularly everyday with the children so the children get to know and love all sorts of stories, poetry and information books. This is in addition to the books that they bring home. This helps to extend children’s vocabulary and comprehension, as well as supporting their writing. At Kidsgrove vocabulary and language development is at the heart of all we do.
All classrooms have attractive book corners where the children can access a small group of appropriate books, both fiction and non fiction to help embed their love of books, stories and reading.
In EYFS ‘Story Time’ is 5 x per day across all areas of learning. In addition children have flowerpot books (6 per half term) that are read repeatedly to the children so that they begin to learn stories from memory and can comprehend verbally the reading domains.
In Key Stage 1 Storytime is 2 x per day. The flower pot approach is 1 x per day (Same as EYFS) and the other story is related to their high quality text.
In Key Stage 2 Storytime is daily. This is the reading of their class novel, to ensure longer texts are read in their entirety and to support authors craft.
See the link to our approach to Storytime page and check out the class pages on the website for examples of in class reading.
Word recognition and Vocabulary.
At Kidsgrove Primary School, key vocabulary is planned for Tier 2 and 3 words in all subjects across the entire curriculum. This is to ensure pupils understand the key concepts before deepening their understanding. From Nursery to Year 6, vocabulary is present in all learning activities and this is repeated and recapped through spaced repetition to check pupils understand and can apply this language and vocabulary to new concepts.
All Vocabulary is shared with parents and where recognition of words is key for fluency of reading, flashcards are sent home to ensure repetition and speed in learning.
See the vocabulary in Reading we develop for our first 300 words in Nursery, Reception and Year One.
Phonics
Phonics is consistently taught at Kidsgrove Primary School. We believe in 'Getting it right from the start!' through our new adopted Essential Letters and Sounds framework.
In Nursery, Early language development and exploration of sounds is key to getting the learning behaviours for letters and sounds embedded. We explore Phase 1 phonics which encourages auditory segmenting and blending using musical instruments etc.
In Reception, Year 1 and Year 2, we have two phonics sessions a day. The first session focuses on Phonics into Reading and the second session Phonetically reading into spelling. We consistently follow a four part lesson approach to our teaching sequence and all staff are trained in phonics. Sounds are taught in progressive sequences, allowing time for application into reading and fluency checks. This ensure opportunities are evident for spacing and repeating learning to develop automaticity in reading and spelling.
Towards the end of Year 2 and Key Stage 2 (Years 3 - 6) we also deliver phonics to all children who do not have the decoding skills or fluency expected for their age group. Training is frequent for all staff and the consistent approach to phonics is used to ensure the teaching sequence matches that of Key Stage 1.
Reading Skills (Domains of the National Curriculum)
At Kidsgrove Primary School we timetable focused reading skill lessons daily from Reception to Year 6. We use VIPERS as the approach to teach the reading domains (Vocabulary, Inference, Prediction, Explain, Retrieve and Summarise.
Click here to learn more about the VIPERS approach of the National curriculum.
In Reception, Year 1 and the start of Year 2 reading skills are taught through the Phonics into Reading and Reading into Spelling lessons. This allows pupils to access well matched books to the current phonemes (sounds) and graphemes (letters) being taught. At the beginning of the week these books will be challenging but over the week they will become more fluent and verbal comprehension will be explored in line with the VIPER approach of questioning. We have clear progression of VIPER questions and skills linked to the reading domains.
See our approach to Phonics and early reading of well matched books in more detail. Click here.
In Year 3 - 6 reading skills are taught through a whole school approach. We use high quality engaging texts of Ashley Booth. This offers narrative, non - fiction, animation, music, media and poetry. They are progressive and set exceptional standards for developing inspired readers in line with age related expectations.
See our detailed approach of the progression of teaching the domains of reading in Key Stage 2 by clicking here.
Our reading is devised over the week with the following core aspects of reading.
| Focus Day | Tasks | Tasks | Tasks | Tasks |
| Monday | Prediction Work (Class) | First Read | Vocabulary Teach | Internal questioning |
| Tuesday | Second Read (Partner) | Retrieval Quiz | Question Level Analysis Modelled Teach | Paired Guided Work |
| Wednesday | Third Read (Partner/ Ind) | Vocab Check | Question Level Analysis Guided Teach | Paired Guided Work |
| Thursday | Fourth Read (Independent) | Retrieval Quiz | Independent Learning of QLA Focus of the week | Summarising |
| Friday | Independent Comprehension | Peer Marking | Misconception Eradication / Moving on Focus | Reading Homework |
Home Readers
We also provide parental workshops which are designed to facilitate engagement between parents, the school and their children’s reading. They begin with messages about the importance of reading for pleasure which is followed by informal parent/children reading time supported by teachers where necessary. Unfortunately, not all of the children in our school have an environment at home in which they are able to read. Therefore, we run reading clubs which provide a safe space for children to read. In addition, we address book poverty by giving out free books to identified children and arranging ‘Book Swaps’. In addition, we celebrate reading together throughout the year by taking part in both school based, local and national reading initiatives including the Read for Good Readathon, National Poetry Day, World Book Day, author visits, book swaps and extreme reading challenges.
In Year Reception - Year 6 Your child will have 3 - 5 reading books as a minimum per week
Book 1/ 2 - will be a reading book(s) that practises the exact grapheme-phoneme correspondences that they have just been taught by their teacher that week - sent home on Friday.
Book 3 / 4 - Fluency book - an easier book (lower band) to encourage quick, fluent reading to allow focus on comprehension skills to build up. We have question cards for your children linked to our VIPERS in class.
Book 5 - Love for Reading book.
For older children - due to the length of the books - they might receive just one well matched, one fluency and one love for reading book; unless free readers. Then we will encourage access to the 101 key books to read.
In Nursery the pupils will have
Autumn
Book 1 - A book to share and enjoy reading - talking about what they listen too.
Spring Term
Book 1- (As above)
Book 2 - Picture book / card - to talk about what they can see with learning activities - building language composition.
Summer 2
Book 1/2 - (As above)
Book 3 - Books matched to sounds they are learning (if children are ready)
Reading into Writing