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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

  • Teacher shares and reads an extract of a text. Intonation, volume, pronunciation and prosody are explicit modelled and taught
  • Some discussion of unfamiliar vocabulary
  • Pupils practice reading in groups, pairs and individually (they can also use my turn/your turn and echo-reading)
  • Reading is performed individually, as a group or as class (chorally)
  • A small check on understanding or a short discussion/response is obtained towards the end of the lesson (hinge questions, whiteboards, in books)

 

Breadth Read

  • Emphasis on pacey reading
  • This is achieved through the teacher reading aloud followed by sustained silent reading
  • Texts such be of sufficient length to provide pupils with enough practice
  • A discussion takes places to build comprehension (structure oral questioning and responses, written responses, a follow-up activity)
  • 2/3 dedicated to reading, 1/3 dedicated to discussion

Close Reading

  • Text is read (usually a previously read extract) and be read using any method of reading
  • Questions are planned to provoke pupils discussion around language, sentence structure, literary features and themes
  • Pupils are given opportunities to retrieve factual details, make inferences, explore language and make predictions
  • All pupils have the chance to respond (normally through written responses or a follow-up activity)

 

Individual/Group

  • Pupils read a text which matches their individual reading capability
  • Could be a book they have chosen, a book banded book or a carefully chosen extract given by the teacher
  • Teacher listens to individual pupils read, noting down their performance and providing feedback
  • Teacher could also listen to a group read by providing a carefully chosen extract
  • A discussion question or response is shared which pupils can respond to orally or in written form

Reading for Pleasure

  • Pupils read a text which they have chosen of their own volition
  • Pupils read their text individually or in pairs
  • Teacher may use this as an additional opportunity to listen to pupils read
  • Pupils may be given opportunities to choose books they may interest them, with some peer and teacher guidance
  • Opportunities to share and discuss books may be provided

 

Comprehension

  • A previously read text (or unseen text) is given to the pupils to read for themselves
  • Formal, written questions are provided which aim to elicit a written response
  • Questions relate to a particular reading skill or a combination of a few
  • A range of question types and responses are provided throughout the year
  • There may be some modelling of how to answer such questions (especially in UKS2)

 

 

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

  • Whole School Reading Spine
  • Supplementary Texts from Curriculum Text Stock
  • Book Lists from Associations (CLPE, UKLA, NLT)
  • Children’s Bookshop Specialists and Local Suppliers (Peters UK)
  • Training and Consultation from Experts
  • RWI Decodable Phonics Books
  • RWI Decodable Phonics eBooks
  • Big Cat Collins Book Banded Books
  • Year Group Class Sets of Texts (to support reading breadth and fluency)
  • School Library
  • Class Book Corners
  • Local Library Visits
  • Vending Machine Book Tokens
  • Prizes from Theme Days
  • Book Club Time to Share Recommendations
  • Recommended Reads in Book Corners and Library
  • Themed Shelves in Library e.g. Author, Black History Month, Children’s Book Awards, Children’s Laurate

 

 

 

 

 

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

  • Half-termly Phonics assessments using RWI assessment grid (pupils placed into appropriate colour group indicating progress and completion towards the phonics programme). This assessment focusses mainly on word recognition.
  • The Salford Reading Test which can be delivered by teachers to help pinpoint an exact Reading Age. This is especially useful for pupils who are not working at ARE.
  • Mini-Tests and Comprehension based assessments from sources such as Testbase, Twinkl and Grammarsaurus.
  • Headstart Reading Comprehension tests which all pupils complete during termly whole-school assessment weeks. This assessment produces a score which focuses on Reading Comprehension.
  • Completing statements on Target Tracker as evidenced towards meeting them are gathered. This allows teachers to pinpoint where pupils are working at in relation to National Curriculum standards for each year group.
  • Listening to pupils reading during Reading lessons and throughout the school day; notes can be made in reading records for each child.
  • Responses given by pupils through book talk and close reading sessions will demonstrate their language and reading comprehension.
  • Work produced by pupils in their books during Reading lessons.
  • Books which pupils choose to read for pleasure.
  • Books which pupils discuss and recommend to their peers throughout the school day, including in Book Club time.
  • Book reviews produced by pupils.  

 

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

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