Reading Strategy

Reading Strategy

 

Whole class reading strategy

  • All Academies will use the set texts provided.
  • Texts will last for the term.
  • This is a statutory session which is delivered daily.
  • The session will be 40-45 minutes as a minimum (Children in KS1 will also have an additional 20 minutes of reading a book at their own reading level to develop their decoding and fluency)
  • All reading sessions will have a clear objective-link to NC and/or content domain.
  • Slides will be used as a starting point for a lesson/series of lessons.
  • Sessions should follow the structure of pre-clarify, ‘reading three ways’, post-clarify. (See below) Session should also include modelling of answers.
  • Pre clarifying of words happens so that the children can understand words, which are going to appear in the text, they are reading in context.
  • Reading 3 ways can include teacher led, independent reading, sentence tennis, audiobooks.
  • Post clarify happens when the children state words that they have not understood during reading that have not already been clarified.
  • Pre and post clarify displays should be apparent in all classrooms.
  • Weekly sessions (more in Y2 and Y6 if needed) should focus on the ‘We do, You do’ style of teaching, which follows the process of a modelled answer followed by an independent answer.
  • Teachers will differentiate accordingly and will consider the cognitive demand of the questions posed. (1-4)
  • Teachers will ensure questions are linked to domain type and layer to promote ‘depth’ in response where possible.
  • Objectives and/or key questions will be posed prior to reading so that children have a ‘purpose’ to read and are active during reading sessions-not passive. Teachers will encourage text marking where possible or use of note taking on whiteboards/post-its.
  • Teachers will facilitate opportunities for high quality discussion in pairs/groups.
  • Marking and feedback should further develop the skill/s covered within the session and will be in line with Academy policy.
  • Teachers will provide opportunities for ‘cold’ reading tasks where children can answer questions drawn from multiple content domains to apply their skills-this should be applied across the curriculum and to similar texts to those studied at least once per week.
  • Teachers will plan for opportunities within the book to introduce poetry and non-fiction to ensure that children are receiving a broad, balanced reading diet.
  • Teachers need to identify children who are working below or well below ARE who will need support IN ADDITION to this session for fluency and decoding.
  • All year groups will have reading response books. There should be an appropriate amount.. (independent/guided/ formal test style responses/ informal jottings and text marking)

 

Academies may wish to timetable additional reading sessions to meet the needs of their pupils. These may include opportunities for:

  • Speed reading.
  • Test practice
  • Decoding and phonics
  • Cold comprehension tasks to inform future planning
  • Direct vocabulary instruction
  • Pre- reading
  • Reading for pleasure