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