english - reading - curriculum implementation · 2020. 7. 12. · english - reading - curriculum...

ENGLISH - Reading - Curriculum Implementation

Class Reading Phonics

Reception

WHOLE CLASS READING Daily whole class story time using a range of text (fiction / non-fiction / poetry and rhymes) – teacher reads from Picture books (inc Big Books), use of Bug Club on IWB, Espresso – video stories, CBebbies stories. Small group storytime using sets of picture books – each child has a book to follow text as adult reads and facilitates discussion around story and pictures. READING ENVIRONMENT Books available in all areas of learning including outdoors for child initiated reading. Topic collections of books from School Library Service link to all curriculum areas. There is a range of

books that are age appropriate free choice text that are culturally and gender diverse INDIVIDUAL READING AT HOME (see also phonics) Home reading book are phonics decodable text based on the letters and sounds phase being taught Phonics Bug Club books assigned are the same step. Homework Guide given to parents states – Daily Reading with an adult and recorded in reading diaries. Inserts in reading diaries give guidance to parents as to how to support reading at home and model evaluative comments. INDIVIDUAL READING AT SCHOOL Adults model using books in all areas of learning for independent reading as part of continuous provision. Children heard read individually on a twice weekly basis. (once by CT and once by TA) Evaluative comments written in reading diary linked to application of phonics and EYFS early years outcomes. TA check reading diaries daily – positive comments / house points / questions written in response to children reading at home. Books changed at least weekly – monitored and recorded by class teacher / TA ASSESSMENT AND INTERVENTIONS

Teacher assessment against EYFS early years outcomes See phonics ref interventions

WHOLE CLASS TEACHING Daily whole class phonics lesson following letters and sounds programme. Phonics Bug on IWB with additional supporting resources (EG Espresso phonics videos – linked to letters and sounds) Use of Jolly Phonics actions and songs to support long term memory PHONICS ENVIRONMENT Letter / Sound charts displayed on walls follow the letters and sounds phases taught / being taught Table top letter / sound Mats in cursive font are in line with wall displays and support writing. Phonics games are available in continuous provision and modelled by adults to support independent child initiated play. PHONICS AT HOME Letter Sound cards and Tricky word cards sent home in line with the current phase of letters and sounds being taught. Teach your monster to read APP promoted to parents for use at home. INDIVIDUAL PRACTICE AND APPLICATION AT SCHOOL Teach Your Monster to read games accessed on IPADS at school for independent practise. Phonics games are available in continuous provision and modelled by adults to support independent child initiated play. ASSESSMENT AND INTERVENTIONS Phonics assessed half termly (letters and sounds assessment packs) Interventions delivered for children as required Use of Rapid Phonics intervention programme / books – these can also be allocated on Bug Club.



R1 Reception Year Ones (LA)

WHOLE CLASS READING Daily whole class story time using a range of text (fiction / non fiction / poetry and rhymes) – teacher reads from Picture books (inc Big Books), use of Bug Club on IWB, Espresso – video stories, CBebbies stories. Small group storytime using sets of picture books – each child has a book to follow text as adult reads and facilitates discussion around story and pictures. From Spring 1 –– introduction of KS1 Reading Content Domains in the form of the Totally Pawsome Reading Gang. (see example 1) Questions used to support comprehension and vocabulary within whole class and small group reading. (see example 2) Children responding orally to class/group or partners. From Summer 1 (Y1 ) ) introduce scaffolded and written recording of comprehension questions based on KS1 reading content domains in whole class reading / small group reading. (see example 3 /4 ) (written recording 1 / 2 x weekly) READING ENVIRONMENT Books available in all areas of learning including outdoors for child initiated reading.

Topic collections of books from School Library Service link to all curriculum areas. There is a range of books

that are age appropriate free choice text that are culturally and gender diverse

INDIVIDUAL READING AT HOME (see also phonics) Home reading book are phonics decodable text based on the letters and sounds phase being taught Phonics Bug Club books assigned are the same step. Homework Guide given to parents states – Daily Reading with an adult and recorded in reading diaries. Inserts in reading diaries give guidance to parents as to how to support reading at home and model evaluative comments. INDIVIDUAL READING AT SCHOOL Adults model using books in all areas of learning for independent reading as part of continuous provision. Children heard read individually by Class Teacher or TA at least weekly. (CT every child fortnightly) Evaluative comments written in reading diary linked to application of phonics and EYFS early years outcomes moving onto KS1 Reading Content domains (example 1) TA check reading diaries daily – positive comments / house points / questions written in response to children reading at home. Books changed at least weekly – monitored and recorded by class teacher / TA From Spring 1 all children reading in first 15 minutes of the day Teacher hears children read (aiming for 3 a day) – 8.45 – 9.00 ASSESSMENT AND INTERVENTIONS Teacher assessment against EYFS early years outcomes / KS1 content domains Children working below ARE heard read either daily / 3 x per week

WHOLE CLASS TEACHING Daily whole class phonics lesson following letters and sounds programme. Phonics Bug on IWB with additional supporting resources (EG Espresso phonics videos – linked to letters and sounds) Use of Jolly Phonics actions and songs to support long term memory PHONICS ENVIRONMENT Letter / Sound charts displayed on walls follow the letters and sounds phases taught / being taught Tabletop letter / sound Mats in cursive font are in line with wall displays and support writing. Phonics games are available in continuous provision and modelled by adults to support independent child initiated play. PHONICS AT HOME Letter Sound cards and Tricky word cards sent home in line with the current phase of letters and sounds being taught. Weekly spelling set for homework 8 words based on focus in phonics lessons and tricky words

Teach your monster to read APP promoted to parents for use at home. INDIVIDUAL PRACTICE AND APPLICATION AT SCHOOL Teach Your Monster to read games accessed on IPADS at school for independent practise. Phonics games are available in continuous provision and modelled by adults to support independent child initiated play. ASSESSMENT AND INTERVENTIONS Phonics assessed half termly (letters and sounds assessment packs) Interventions delivered for children as required Use of Rapid Phonics intervention programme / books – these can also be allocated on Bug Club.



1/2 Year Ones (MA / HA) Year Twos (LA)

WHOLE CLASS READING Daily whole class story time using a range of text (fiction / non fiction / poetry and rhymes) – teacher reads from Picture books (inc Big Books), use of Bug Club on IWB, Espresso – video stories, Small group storytime using sets of picture books – each child has a book to follow text as adult reads and facilitates discussion / questioning around story and pictures From Autumn 2 – introduction of KS1 Reading Content Domains in the form of the Totally Pawsome Reading Gang. (see example 1) Questions used to support comprehension and vocabulary within whole class and small group reading. (see example 2) Children responding orally to class/group or partners. From Spring 1 (HA Y1 / Y2) introduce scaffolded and written recording of comprehension questions based on KS1 reading content domains in whole class reading / small group reading. (see example 3 /4 ) (written recording 1 / 2 x weekly) From Summer 1 – remainder of class as above READING ENVIRONMENT Reading Corner includes a range of text including magazines / comics / fiction / non fiction / poetry. Topic collections of books from School Library Service link to all curriculum areas. There is a range of

books that are age appropriate free choice text that are culturally and gender diverse

INDIVIDUAL READING AT HOME (see also phonics) Home reading book are phonics decodable text based on the letters and sounds phase being taught Phonics Bug Club books assigned are the same step. Homework Guide given to parents states – Daily Reading with an adult and recorded in reading diaries. Inserts in reading diaries give guidance to parents as to how to support reading at home and model evaluative comments. INDIVIDUAL READING AT SCHOOL From Autumn 2 all children reading in first 15 minutes of the day with TA checking reading diaries. Teacher hears children read (aiming for 3 a day) Children heard read individually once a week (minimum) either by Class Teacher or TA (class teacher to hear each child fortnightly)

WHOLE CLASS TEACHING Daily whole class phonics lesson following letters and sounds programme. Phonics Bug on IWB with additional supporting resources (EG Espresso phonics videos – linked to letters and sounds) PHONICS ENVIRONMENT Letter / Sound charts displayed on walls follow the letters and sounds phases taught / being taught Tabletop letter / sound Mats in cursive font are in line with wall displays and support writing. Phonics games are available in continuous provision and modelled by adults to support independent child initiated play. PHONICS AT HOME Letter Sound cards and Tricky word cards sent home in line with the current phase of letters and sounds being taught. Teach your monster to read APP promoted to parents for use at home. Weekly spelling set for homework 8 words based on focus in phonics lessons and tricky words INDIVIDUAL PRACTICE AND APPLICATION AT SCHOOL Teach Your Monster to read games accessed on IPADS at school for independent practise. Phonics games are available in continuous provision and modelled by adults to support independent child initiated play. ASSESSMENT AND INTERVENTIONS Phonics assessed half termly (letters and sounds assessment packs) Interventions delivered for children as required Use of Rapid Phonics intervention programme / books – these can also be allocated on Bug Club.


ASSESSMENT AND INTERVENTIONS Teacher assessment against KS1 content domains Children working below ARE heard read either daily / 3 x per week Year 2s who are close to or working at ARE to be prepared for SATS to complete practise SATS tests from Spring 1 (interventions)


2W Year Twos (MA / HA)

WHOLE CLASS READING Daily whole class reading lesson using a range of text (fiction / non fiction / poetry and rhymes) – CT / TA reads from Picture books and use of Bug Club. 1 small group guided reading with TA/CT using book banded books (groups rotate) (CT / TA rotate between leading whole class / small group) Children respond orally to class / group or to partners and complete written recording of comprehension questions based on KS1 Reading Content Domains in the form of the Totally Pawsome Reading Gang (see example 1/3/4) (written recording 3 x weekly) READING ENVIRONMENT Reading Corner includes a range of text including magazines / comics / fiction / non fiction / poetry. Topic collections of books from School Library Service link to all curriculum areas. There is a range of

books that are age appropriate free choice text that are culturally and gender diverse

INDIVIDUAL READING AT HOME Home reading book follows progression on Bug Club reading colour chart and Bug Club books assigned are the same colour. Homework Guide given to parents states – Daily Reading with an adult and recorded in reading diaries. Inserts in reading diaries give guidance to parents as to how to support reading at home and model evaluative comments. INDIVIDUAL READING AT SCHOOL All children reading in first 15 minutes of the day TA checking reading diaries – positive comments / house points / questions written in response to children reading at home. Teacher hears children read (aiming for 3 a day) Books changed at least weekly – monitored and recorded by class teacher / TA Children heard read individually by Class Teacher (fortnightly).Evaluative comments written in reading diary linked to KS1 reading prompts.

CHILDREN WHO HAVE NOT PASSED THEIR Y1 PHONICS SCREENING OR ARE WORKING BELOW ARE IN READING - continue their phonics learning as interventions. Use of Rapid Phonics intervention programme / books – these can also be allocated on Bug Club. Children working below ARE take home phonics decodable text based on letters and sounds gaps that have been identified from assessment. Phonics assessed half termly (letters and sounds assessment pack) for those working below ARE plus Phonics Test for those that did not pass in Y1.


ASSESSMENT AND INTERVENTIONS Teacher assessment against KS1 content domains Practice SATS papers used for assessment from Autumn 2nd Half Children working below ARE heard read either daily / 3 x per week


3 3/4 4/5 5/6 6 Years 3 – 6

WHOLE CLASS READING Daily whole class reading lesson using high quality literature. This is generally planned and based on a class novel that linked to the theme (cross-curricular) – supports children’s vocabulary and knowledge. VIPERS (vocabulary, inferences, prediction, explain, retrieval, summarise) are used across KS2 to ensure coverage of the content domains (see examples below) of all the main comprehension skills – this may be in a single session or CT may choose focus on one particular domain. Pictures / Photos / Videos may also be used to develop comprehension skills. CT will also choose a range non-fiction texts / poetry and rhymes), cross-curricular where appropriate, for these sessions to develop comprehension skills across different genres. TA support small groups of children and scaffolding is provided where necessary when recording written answers.

READING ENVIRONMENT Reading Corner includes a range of text including magazines / comics / fiction / non-fiction / poetry. Topic collections of books from School Library Service link to all curriculum areas. There is a range of books that

are age appropriate free choice text that are culturally and gender diverse

INDIVIDUAL READING AT HOME Home reading book follows progression on Bug Club reading colour chart and Bug Club books assigned are the same colour. Homework Guide given to parents states – Daily Reading with an adult and recorded in reading diaries. Inserts in reading diaries give guidance to parents as to how to support reading at home and model evaluative comments.

INDIVIDUAL READING AT SCHOOL All children reading in first 15 minutes of the day

CHILDREN WHO have not progressed beyond Letters and Sounds Phase 5 continue with their phonics learning as interventions. Use of Rapid Readers intervention programme / books – these can also be allocated on Bug Club.


TA checking reading diaries – positive comments / house points / questions written in response to children reading at home. Teacher hears children read (aiming for 3 a day) Books changed at least weekly – monitored and recorded by class teacher / TA Children heard read individually by Class Teacher (fortnightly).Evaluative comments written in reading diary linked to KS2 reading prompts.

ASSESSMENT AND INTERVENTIONS Teacher assessment against KS2 content domains NFER reading tests

EXAMPLE 1


EXAMPLE 2


EXAMPLE 3

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EXAMPLE 4


EXAMPLE 5


EXAMPLE 6


EXAMPLE 7

english - reading - curriculum implementation · 2020. 7. 12. · english - reading - curriculum...

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