Reading
The Sacred Heart Reading Curriculum
At Sacred Heart, we use two models to help us conceptualise the science and pedagogy of reading.
The Simple View of Reading (Gough and Tunmer, 1986)
The Simple View of Reading, presented by Gough and Tunmer in 1986, is a formula that defines reading comprehension (RC) as the product of word recognition (WR) and language comprehension (LC) abilities: RC = WR x LC. This model suggests that both word recognition and language comprehension are necessary for reading comprehension, and if one is weak, it can hinder overall reading ability.
Scarborough’s Reading Rope (Scarborough, 2001)
Scarborough’s Reading Rope is a visual model that illustrates the multifaceted process of reading. It provides a comprehensive understanding of the components involved in skilled reading. The rope consists of two main strands:
Word Recognition Strand:
Phonological Awareness: This foundational skill involves understanding that words are composed of sounds. It sets the stage for reading.
Decoding (and Spelling): The ability to orally breakdown words into phonemes (units of sound) and blend these. With enough instruction and practice, this should become automatic. Decoding and spelling are a reversible code, meaning one should inform the other.
Sight Recognition: Frequently used words that children learn to recognise instantly
Language Comprehension Strand:
Vocabulary: Understanding word meanings and their use in context.
Verbal Reasoning: Readers make sense of information. They draw conclusions, infer, and connect ideas.
Background Knowledge: Tapping into what we already know.
Language Structures: Understanding of how words are combined to create clauses and sentences and how these impact the reader.
Literary Knowledge: Knowledge of genre, authors, forms of writing, writing conventions and their impact on the reader.
Reading Lesson Types - Implementation (Chris Such, 2021) | ||
Fluency Read
| Breadth Read
| Close Reading
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Individual/Group
| Reading for Pleasure
| Comprehension
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Theory into Practice – Implementation | ||
| Word Recognition | Language Comprehension |
EYFS
| Primary Method of Delivery: Small Group Phonics Phonological awareness through sound recognition (identifying sounds and categorising them). Opportunities for speaking and listening. RWI Phonics from Reception. Decodable Phonics books. Display of familiar words and ambitious vocabulary. | Primary Method of Delivery: Whole Class Sharing of Texts Sharing of high-quality texts, read aloud by the teacher. Discussion of unfamiliar language encountered. Modelling of comprehension skills when thinking out loud. Discussion of reading of high-quality texts (book talk). Reading for Pleasure books from the school library and book corner. |
Year 1 | Primary Method of Delivery: Small Group Phonics RWI Phonics. Pinny time for pupils who require further practice. Decodable Phonics books. Display of familiar words and ambitious vocabulary. Display of words that need to be sight read (red words). Teaching and display of common exception words. | Primary Method of Delivery: Whole Class English Lessons and Small Group Phonics Sharing of high-quality texts, read aloud by the teacher. Discussion of unfamiliar language encountered. Modelling of comprehension skills when thinking out loud. Discussion of reading of high-quality texts (book talk). Reading for Pleasure books from the school library and book corner. |
Year 2 | Primary Method of Delivery: Small Group Phonics moving to Whole Class RWI Phonics for those who need it. Display of familiar words and ambitious vocabulary. Display of words that need to be sight read (red words). Teaching and display of common exception words. Teaching of spelling patterns, suffixes and prefixes. Reading lessons emphasise fluency and breadth. Regular opportunities to practice sustained silent reading and reading aloud during Reading lessons. | Primary Method of Delivery: Whole Class English Lessons and Small Group Phonics Sharing of high-quality texts, read aloud by the teacher. Discussion of unfamiliar language encountered. Beginning to use contextual skills to decode meaning. Modelling of comprehension skills when thinking out loud. Close reading of text followed by discussion and responses to help comprehend meaning and develop understanding. Assessment of comprehension through written questions (which are used sparingly). Reading for Pleasure books from the school library and book corner. |
Year 3 and 4 | Primary Method of Delivery: Whole Class Reading Lessons focussed on Reading Fluency and Breadth Teaching and display of common exception words. Teaching of spelling patterns, suffixes and prefixes. Year 3 Reading lessons emphasise fluency and breadth until the majority of the class can read most texts fluently. Year 4 Reading lessons emphasise fluency for new, unfamiliar words as Word Recognition should be secured by this point. Regular opportunities to practice sustained silent reading and reading aloud during Reading lessons. Opportunities to read in small groups and individually to an adult during Reading lessons. | Primary Method of Delivery: Whole Class English Lessons and Reading Lessons focussed on Close Reading and some Independent Comprehension application Sharing of high-quality texts, read aloud by the teacher. Contextual understanding of books explicitly taught to support understanding. Discussion of unfamiliar language encountered. Beginning to use contextual to code meaning. Beginning to use a dictionary to find meaning. Modelling of comprehension skills when thinking out loud. Discussion and identification of some simple themes in texts. Close reading of text followed by discussion and responses to help comprehend meaning and develop understanding. Evidence is used to justify some responses. Literary and structural features start to be taught and impact of these is discussed. Opportunities to begin to respond independently to what has been read. Assessment of comprehension through written questions (which are used sparingly). Reading for Pleasure books from the school library and book corner. |
Year 5 and 6 | Primary Method of Delivery: Whole Class Reading Lessons focussed on Reading Breadth with some attention given to Fluency Teaching and display of common exception words. Teaching of spelling patterns, suffixes and prefixes. Reading lessons emphasise breadth of reading. Some attention is given to reading fluency where it is needed. Regular opportunities to practice sustained silent reading and reading aloud during Reading lessons. Opportunities to read in small groups and individually to an adult during Reading lessons. | Primary Method of Delivery: Whole Class English Lessons and Reading Lessons focussed on Close Reading and more opportunities for independent Comprehension Application Sharing of high-quality texts, read aloud by the teacher. Texts contain more mature themes and talking points. Contextual understanding of books explicitly taught to support understanding. Discussion of unfamiliar language encountered. Use of contextual skills and a dictionary to decode meaning independently. Modelling of comprehension skills when thinking out loud. Emphasis on close reading of text followed by discussion and responses to help comprehend meaning and develop understanding. Identification and discussion of complex themes, with the impact of the reader considered. Evidence is regularly used to justify written responses. Literary and structural features are taught with an emphasis placed on purpose and impact. Opportunities to independently to respond to what has been read. Assessment of comprehension through written questions. Reading for Pleasure books from the school library and book corner. |
Planning the Reading Curriculum
Upon completion of the Read Write Inc. phonics programme (usually by mid-Autumn in Year 2), pupils’ instruction of reading will begin to move from small-group phonics lessons to whole-class Reading lessons. Using the Long-Term Plan, the Reading curriculum is planned across a unit (or term) using by incorporating a range of reading lesson types. The focus of the types of reading lessons taught will change as pupils become more fluent readers. A reading lesson can incorporate more than one lesson type, for example: a Breadth reading session may contain an element of Individual/Group Reading whilst a Close Reading session may include an opportunity for Reading for Pleasure. It is up to teachers to timetable and allocate lessons based on their year group and needs of their class. It is essential that pupils whose decoding skills are poor are taught through a rigorous and systematic phonics programme so that they catch up rapidly with their peers in terms of their decoding and spelling.
Reading Lesson Types | ||
Fluency | Breadth | Close |
Individual/Group | Reading for Pleasure | Comprehension |
A range of books may be used in Reading lessons, depending on the focus of reading lessons.
Sourcing of Books | ||
Shared Texts for Literary Value | Word Recognition and Fluency | Reading for Pleasure |
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Assessing Reading
Assessment of reading is essential to ensuring that the reading curriculum matches the needs of individual pupils to ensure they make good progress. Assessment of reading fluency should be ongoing as pupils become more fluent in their reading whilst assessing comprehension can also be ongoing, there may be times whereby independent application of both may be ascertained through summative assessments.
Tools and Practises to Support Assessment of Reading | |
Summative | Formative |
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Reading Band Progression
Important Notes:
- If children are on RWI programme, then they must have the corresponding RWI Decodable Phonics book to read at home and in class
- If children have completed phonics programme, then they must have a banded book that corresponds where they are working at within the National Curriculum (this can be obtained through Target Tracker or by using The Salford Reading Test)
- A child must be able to read 90-95% book accurately if they are on the correct band