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Cherry Orchard Primary School

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Reading

INTENT

 

At Cherry Orchard Primary School, we provide our pupils with a high-quality education in English that will teach them to speak, read and write fluently so that they can communicate effectively.

 

We encourage and inspire all pupils to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live and to gain knowledge across the curriculum.  We aim to establish an appreciation and a love of reading and to develop pupils’ comprehension skills. 

 

It is our intention to ensure that, by the end of their primary education, all pupils are able to read fluently, confidently and will be lifelong readers who read for pleasure.

 

IMPLEMENTATION

 

Pupils learn to read using an effective synthetic phonics programme.  At Cherry Orchard, we use Ruth Miskin’s Read, Write, Inc scheme (see our phonics section for how this is implemented).

 

In Years 2 to 6, reading is taught through daily guided reading sessions.  Each week, all pupils are immersed in an age-appropriate text.  This may be the whole text or an extract, which is high-quality and language rich.

 

Throughout the school we structure our lessons using a consistent approach:

 

Monday – Echo Reading

During this session, pupils are introduced to the text through echo reading, where they are encouraged to copy the prosody of the class teacher.  This is to support the children’s developing fluency, ensuring that the text is read in the way the author intended.  Once the pupils have practised this, they use text marking for a particular paragraph, which reminds them of the prosody used.  They then practise this section of the text with a partner, ready for a performance read to the whole class.

 

Tuesday – Book Talk

We place a high emphasis on the importance of high-quality discussion about books.  Every week, each class spends time talking about their text in detail with their teacher.  This may include book talk about new vocabulary, links to other texts, their own opinions and the authorial intent.

 

Wednesday – Follow Up

During this session, the class teachers plan for the pupils to respond to the text with a task that will immerse them and consequently, further enhance their understanding.  This may include role play, further discussion or a written task.

 

Thursday  - VIPERS Focus Session

As a school, we teach comprehension through the VIPERS reading skills (Vocabulary, Inference, Prediction, Explain, Retrieval and Sequence/Summarise).  This session focuses on the explicit teaching of one of these reading skills, with questions and lots of discussion related to our current text.

 

Friday – Mixed VIPERS Session

This session enables the pupils to answer a range of different questions in full sentences, using evidence from the text to support their response.  During this session, some pupils may work in smaller groups with adult support, whilst others may work more independently.

 

Visual symbols are used to support the children’s understanding of the different reading skills.  These are displayed in every classroom.

 

Texts that have been read in class are also displayed to celebrate the fact we put a significant emphasis on the importance of reading.  Book corners are de-cluttered, with forward facing books, so that pupils can easily access quality texts.

 

Each week, every class has the opportunity to visit our school library, which provides a large range of quality resources.  The pupils are encouraged to borrow books to enjoy for pleasure at home.  The library is also open after school, twice a week, so that other family members can enjoy our texts.  There is also an opportunity for our parent community to take part in a book swap!

 

Throughout the school, we have a book banding system which the children select their ‘fluency’ book from.  In EYFS and Key Stage One, this book is closely matched to their phonic knowledge and is a book they have read multiple times in class already.  In Key Stage Two, the fluency book is closely matched to their word level and accuracy rate.  We ensure that the child can read at least 95% of the text, so that they feel like a successful reader and do not struggle.  We focus on building the children’s fluency, as we know that this has a huge impact on their understanding. 

 

Regular reading is encouraged throughout the day. Every day, classes take part in ERIC time (Everyone Reading In Class).  It is expected that these sessions are silent, so that the children can fully focus on the book they are enjoying.  During this time, pupils can choose to read their fluency book or a book for pleasure.  They can also select a text from their class library during this time.

 

Every day, teachers read to their class.  We select books from the Top 50 Recommended Reads for each year group (from ‘Books for Topics’).  This ensures that the class reader is an engaging, age-appropriate text, which introduces the children to different cultures and authors.  This time is for pure reading enjoyment!

 

We acknowledge pupils who need additional reading support through on-going formative and summative assessment.  The lowest 20% of readers in each year group are heard regularly by an adult.  This includes reading to a teacher, a teaching assistant or a volunteer.  Our volunteers are trained to support our pupils, so that they have an impact on their reading development.  We also identify groups of pupils to take part in our Reading Fluency intervention.  This last for 6-8 weeks and occurs twice a week.  The sessions focus on Echo Reading and Comprehension style questions.

 

To maintain a passion of reading across the school, we take part in lots of events such as World Book Day, World Poetry Day and National Story Telling Week.  We also invite visiting authors into school, to share their top tips with us!

 

IMPACT

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  • All pupils will be fluent readers
  • Pupils’ knowledge across the curriculum will be enhanced by their ability to read and research in all subjects
  • Pupils will enjoy reading and will want to read for pleasure
  • Pupils will be able to talk confidently about a range of texts and discuss their favourite author, providing reasons for their choice
  • Pupils will have a wide vocabulary that they will be able to apply within their own writing
  • The percentage of pupils working at age-related expectations and above age-related expectations within each year group will be at least in line with national averages and will match the ambitious targets of individual children
  • The will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged)
  • Parents and carers will have a good understanding of how they can support reading at home, and will contribute regularly to home-school records
  • Year 6 readers will be ‘secondary ready’: fluent, confident and able readers, who can use their reading skills to unlock learning in all areas of the curriculum
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