The Reading Implementation At School - How we teach what we teach

 

Books and reading are a cornerstone in the foundations of our teaching and learning at New Close.

The children are encouraged to interact with books as part of our nursery and they start to learn to read at the beginning of reception. At this stage children take home two reading books, one book which matches their phonic ability and another which develops wider reading skills (inference, vocabulary, retrieval). These books are from our ‘New Close Reading Spine’ and are based primarily around the Oxford Reading Tree scheme.

As our children become more confident, fluent and independent readers they no longer require a phonic book but continue to bring home a book from the richer reading scheme. This continues until they become ‘Free Readers’. At this stage children will be fully confident and fluent readers. In addition, they should be able to discuss their book and author choices.

 

EYFS

In Early Years, we teach reading through exposure to good quality literature, continuous provision, high quality phonics and small group/ 1 to 1 reading sessions. On our class pages for Nursery and Reception you will see the way we map out the teaching of the curriculum through high quality texts. We aim for children to be immersed in at least 50 rich texts in Nursery and 50 in Reception. The lists of books are below. We believe that a good understanding of books and their vocabulary will hold them in good stead for their future learning.

Key Stage One

In Key stage 1, we build on the skills taught in Early Years and begin to use the VIPERS (Vocabulary, Inference, Prediction, Explanation, Retrieval and Sequencing) model of teaching both in Whole Class and small group reading sessions. These sessions last for half an hour each day, 4 times a week. Children are also heard read by an adult each week, using the phonics and richer reading books.

Key Stage Two

Once children become fluent readers, a wider range of reading material is provided to enable high quality discussions about content, broaden their vocabulary and develop confidence. The VIPERS structure continues in KS2, where whole class guided reading and small group, teacher-led groups develop comprehension skills. These session last for half an hour each day (3 sessions a week). We also have an additional longer reading session linking in with the VIPERS work where we work to make the link between writing and reading.

Reading Across The Curriculum 

Reading also is a strong part of our whole curriculum ethos. Opportunities for reading are a key part of our English and foundation subjects lessons. Our history and geography topics are tied into our English curriculum each term and the teaching and expectation of reading is a key skill in all curriculum areas.