We want every child to fall in love with reading.
- 0 Nursery and Reception reading list
- 1 Year One Reading List
- 2 Year Two Reading List
- 3 Year Three Reading List
- 4 Year Four Reading List
- 5 Year Five Reading List
- 6 Year Six Reading List
Our philosophy on reading
Reading is placed at the heart of our curriculum and learning is brought alive using a range of different teaching strategies which inspire the children and evoke excitement, allowing children to become immersed in a huge range of literature. Analysing literature challenges children to understand characters’ motivations, cultural contexts, and the causes and effects of various actions in the plot lines of stories. Learning to analyse literature effectively not only teaches children how to better enjoy books, music and film, but also how to better understand the causes and effects taking place in their family, school neighbourhood and the world around them. English teaches children to understand their world with nuance and conviction.
Importance is placed on making learning in English relevant to children’s interests and experiences. The English curriculum supports the development of SMSC through the use of texts from a variety of countries, eras and languages to teach children to respect different cultures and traditions. Children are encouraged to draw on and use new vocabulary from their reading, and from their wider experiences.
Using carefully selected texts ensures that children are exposed to and use a wide range of English vocabulary. Talk in writing is key, ensuring all children develop an excellent range of vocabulary and practice aloud their ideas and edit before recording them. It is important that children revisit their writing, edit and improve, before creating the final piece of fluent writing. Good handwriting speeds up children’s writing leaving them free to concentrate on composition, spelling and grammar. Grammar is an integral part of English and great emphasis is placed on the use of games, drama and other interactive strategies to support children master Standard English. Spelling and phonics are taught daily in planned sessions and are practised throughout the day through guided reading, shared reading and teacher modelling.
Key English questions:
- What effect does the author have on the reader?
- How does the choice of vocabulary change how the reader feels?
- How will you prove your inference is correct?
- What strategies will you use to help you understand new vocabulary?
- How will you ensure your writing engages the reader?
Essential key skills:
- To engage with challenging texts from a range of authors, cultures and time periods
- Develop the ability and desire to read widely for pleasure and information
- Use a wide range of vocabulary effectively in writing and speaking
- Develop a secure knowledge of grammatical conventions and apply them in English
- Use phonics and spelling patterns to support reading and writing
- Develop effective handwriting.
Using and applying English within mathematics:
Children are encouraged to explain and present their ideas using accurate mathematical vocabulary. Spellings are highlighted in maths books and where possible mathematical experiences are linked to the core text. Mathematical concepts are used to explore ideas linked to the core text – line graphs of emotions, map of the fictitious country, writing and making accurate recipes.
Our reading vision
We want every child to fall in love with reading
At Preston Park Primary School, we want children to foster a love of reading and create a reading culture.
We want children to be confident in reading and discussing a variety of books.
Children listen to rhymes and learn traditional rhymes and stories
Books are shared daily and children take books home weekly
Read Write Inc Programme begins from the Summer Term
Reception and Year 1:
Children continue to learn to read through the Read Write Inc programme.
Read Write Inc. Phonics is a whole-school approach to teaching literacy for 4 to 9-year olds that creates fluent readers, confident speakers and willing writers. It integrates phonics with comprehension, writing, grammar, spelling and handwriting, using engaging partner work and drama.
Some children will continue to follow the Read Write Inc. Phonics programme. For those who have completed the Phonics programme they will spend 14 weeks following Ruth Miskin’s Comprehension Programme. The Comprehension programme provides a transition from Read Write Inc. Phonics to Literacy and Language.
It comprises 14 weekly Modules. Each Module has specially written texts (one fiction and one non-fiction) that develop children’s ability to summarise, infer and retrieve information quickly, as well improving their writing through cumulative vocabulary, grammar and spelling activities.
Once children have finished the 14-week programme they will begin a differentiated version of Destination Reader, which is a whole class reading approach.
Year 3, 4, 5, 6: Destination Reader
This is a programme that blends a range of learning behaviours and reading strategies which, brought together, allow children to explore and understand texts independently, at a deeper level.
Destination Reader involves daily sessions incorporating whole class modelling prior to the children applying these skills through partner work and independent reading. Children deepen their understanding of the texts they read through the systematic use of a series of strategies and language stems. The approach encompasses the key principles of effective reading provision and fully meets the requirements of the National Curriculum. It also builds a culture of reading for pleasure and purpose. The approach encompasses the key principles of effective reading provision and fully meets the requirements of the National Curriculum by creating deep understanding of texts, developing oracy around reading and increasing breadth of reading. Destination Reader also helps to build a culture of reading for pleasure and purpose.
End points - age related expectations
Our role at school:
Teachers: teach focussed reading lessons, asking questions and engaging children in a range of genres.
Families: listen to your child read and ask questions.
READING AT HOME
For our children to become fluent readers, we expect children to read at home every day for at least 15 minutes.
Nursery: 10 minutes
Reception: 15 minutes
Years 1 and 2: 20 minutes
Years 3 and 4: 30 minutes
Years 5 and 6: 40 minutes
A Parents’ Guide
Once children have developed the basic skills of reading, there can be a risk that their motivation and enthusiasm begins to lessen. This is a vital sign in children’s reading development and the point at which parents can offer invaluable support. Taking the time to talk to your children about the books they choose and listening to them reading aloud regularly can make all the difference. Children need to understand why we read. They need to experience the range of feelings that a book can create or the power that can be gained from accessing information. Reading must not only be confined to stories. Many children love reading comics, magazines, newspapers, information books and poetry. All of these reading activities should be encouraged.
Children will all be at very different stages of development, but even for the most fluent readers there is a need for parental support.
Most parents or carers are able to create quality time to share a book individually with one child. This is the time when children can develop a much deeper understanding of the books that they are reading. Rather than reading at home being ‘reading practice’, it should extend and enrich the reading experiences of school. One of the most powerful ways in which parents can do this is to show real enthusiasm themselves. Your sense of excitement about books and stories, your anticipation about what will happen next in a story and a discussion about your own likes and dislikes, will greatly influence your child.
Asking questions that go beyond the literal meaning of the book will help your child to think more deeply about what they are reading. Encourage your child to use the school and local libraries.
Books and stories open up new worlds of excitement and imagination for children!
Helping Your Child With Reading
The following points are to support you when reading at home with your child. Regular, daily reading is the key to reading success. Two or three of these sessions could be your child reading silently to him/herself followed by a discussion about the book. The other days could be an opportunity for your child to read aloud. Please sign your child’s reading record each time they have read recording the pages covered. The amount of time children spend reading will vary. Be encouraging and guided by your child’s interest. These guidelines may help you develop reading further.
- Make sure you are relaxed and comfortable during the reading session.
- Encourage your child to read with expression.
- Your child should be able to read approximately 9 out of every 10 words in the book, less than this and the book may be too difficult.
- Discuss the meaning of difficult or usual words and encourage your child to use these new words in sentences when talking to you.
- Ask questions about the characters, the plot, the ending of the book and whether your child enjoyed it. If your child is not enjoying a story, stop reading it and ask them to change the book.
- Encourage talk about favourite authors and illustrators, giving reasons for their choices.
- Try and make sure that your child reads a range of different books, not always stories.
- Model the reading process yourself by having your own book/ paper to read.
- Give lots of praise and encouragement.
- Keep up a regular dialogue with your child’s teacher through the home/school reading book.
- Have fun!