At the Weald we are passionate about developing a love of reading and so many activities each week are in place to promote this:
• Boys and Girls Reading Club
• Guided Reading text linked to enquiry
• Reading Challenge
• Allocated library time each week
• Author visits
• Reading Buddies
• PAT dog reading (with a selective few every half term, could be children 'below' or needing more confidence)
• Reading laptop software
Reading across the curriculum at The Weald
At The Weald, we recognise that reading is a key skill for learning and therefore it is transferable across the curriculum.
In the daily reading lesson: Children practice the key skills of decoding and comprehension in the daily phonics or reading lessons. They use a range of quality texts which may be linked to the curriculum enquiry or may have been selected for the themes which they explore.
In the daily writing lesson
In the daily writing lesson, children read a text which has been selected to support the learning not just as a model for writing, but also to expand their knowledge of themes and subjects being taught in the enquiry curriculum (see 'Texts used to support writing' below). We teach children that to become a good author, you must first become a good reader.
In enquiry lessons
Teaching across the wider curriculum, but particularly in enquiries, which are led by Science, History or Geography, children are encouraged to read about a subject, concept or theme. This might be reading and interpreting maps, charts or information in a good-quality atlas, reading about an event in history or reading information or instructions about a scientific process or experiment.
How we evaluate our learning as Authors (readers)
The school formally assesses fluency three times per year across all classes, using the school’s own colour banding system (For specific children this may need to be assessed more frequently). This is done by hearing a child read a 100-word extract from a book which is a level above the band they are currently reading within. The child will need to read with 95% accuracy (roughly 95/100 words) and with sufficient pace to maintain meaning. Below 95% accuracy, a child will not be in a position to comprehend the text. Children will also be expected to pass a comprehension exercise (80% correctly) to move on to the next band.
Teachers or Learning Support Assistants will hear all children read as part of their reading lessons, but will also hear individual children read three times per week if they are behind their peers and at risk of not becoming fluent readers. We would expect children to be using other taught fluency skills in addition to decoding e.g. self-correction, contextual clues etc.
Teachers make assessment judgements during every reading lesson to gauge how pupils are accessing their learning. They then amend lessons accordingly to ensure children progress through the Reading Curriculum.
In addition to benchmarking, children are assessed three times a year using NFER/ SATS papers. We triangulate this assessment data with the benchmarking and class teacher assessment, based upon one-to-one reading and how the child is working within whole class guided reading sessions to provide an end of term judgement towards the child meeting the end of year expectations.