Reading Lead: Mrs D. Daley

 Reading has ‘the enduring power to shape and develop minds, both in the classroom, and ultimately, outside of it,’
Doug Lemov

At Our Lady Immaculate, we believe that of the subjects taught in school, reading is first among equals – the most singular in importance because all others rely on it.  Excellence in almost any academic subject requires strong reading.  It is our responsibility therefore to prepare children to read with rigour, independence, precision, and insight, ensuring that each and every child moves steadily and reliably towards the mastery of advanced and complex skills.

The journey to mastery begins in Reception where we teach Phonics following the Little Wandle Letters and Sounds Revised programme.  This programme ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school.

As a result, all our children are able to tackle any unfamiliar words as they read. At Our Lady Immaculate Primary we also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.

Comprehension

At Our Lady Immaculate Primary we value reading as a crucial life skill. By the time children leave us, they read confidently for meaning and regularly enjoy reading for pleasure. Our readers are equipped with the tools to tackle unfamiliar vocabulary. We encourage our children to see themselves as readers for both pleasure and purpose.

Because we believe teaching every child to read is so important, we have a Reading Leader who drives the early reading programme in our school. This person is highly skilled at teaching phonics and reading. They monitor and support our reading team, ensuring everyone teaches with fidelity to the Little Wandle Letters and Sounds Revised programme.

Implementation

Daily phonics lessons in Reception and Year 1

• We teach phonics for 30 minutes a day. In Reception, we build from 10-minute lessons, with additional daily oral blending games, to the full-length lesson as quickly as possible. Each Friday, we review the week’s teaching to help children become fluent readers.
• Children make a strong start in Reception: teaching begins in Week 2 of the Autumn term.
• We follow the Little Wandle Letters and Sounds Revised expectations of progress:
  • Children in Reception are taught to read and spell words using Phase 2 and 3 GPCs, and words with adjacent consonants (Phase 4) with fluency and accuracy.
  • Children in Year 1 review Phase 3 and 4 and are taught to read and spell words using Phase 5 GPCs with fluency and accuracy.

Daily Keep-up lessons ensure every child learns to read

• Any child who needs additional practice has daily Keep-up support, taught by a fully trained adult. Keep-up lessons match the structure of class teaching, and use the same procedures, resources and mantras, but in smaller steps with more repetition, so that every child secures their learning.
• We timetable daily phonics lessons for any child in Year 2 or 3 who is not fully fluent at reading or has not passed the Phonics Screening Check. These children urgently need to catch up, so the gap between themselves and their peers does not widen. We use the Little Wandle Letters and Sounds Revised assessments to identify the gaps in their phonic knowledge and teach to these using the Keep-up resources – at pace.
• If any child in Year 3 to 6 has gaps in their phonic knowledge when reading or writing, we plan phonics ‘catch-up’ lessons to address specific reading/writing gaps.

Teaching reading: Reading practice sessions three times a week

• We teach children to read through reading practice sessions three times a week. These:
  • are taught by a fully trained adult to small groups of approximately six children
  • use books matched to the children’s secure phonic knowledge using the Little Wandle Letters and Sounds Revised assessments and book matching grids on pages 11–20 of ‘Application of phonics to reading’
  • are monitored by the class teacher, who rotates and works with each group on a regular basis.
• Each reading practice session has a clear focus, so that the demands of the session do not overload the children’s working memory. The reading practice sessions have been designed to focus on three key reading skills:
  • decoding
  • prosody: teaching children to read with understanding and expression
  • comprehension: teaching children to understand the text.
• In Reception these sessions start in Week 4. Children who are not yet decoding have daily additional blending practice in small groups, so that they quickly learn to blend and can begin to read books.
• In Year 2 and 3, we continue to teach reading in this way for any children who still need to practise reading with decodable books.

Home reading

• The decodable reading practice book is taken home to ensure success is shared with the family.
  • Reading for pleasure books also go home for parents to share and read to children.
  • We use the Little Wandle Letters and Sounds Revised parents’ resources to engage our families and share information about phonics, the benefits of sharing books, how children learn to blend and other aspects of our provision, both online and through workshops.

Ensuring consistency and pace of progress

• Every teacher in our school has been trained to teach reading, so we have the same expectations of progress. We all use the same language, routines and resources to teach children to read so that we lower children’s cognitive load.
• Weekly content grids map each element of new learning to each day, week and term for the duration of the programme.
• Lesson templates, Prompt cards and How to videos ensure teachers all have a consistent approach and structure for each lesson.
• The Reading Leader and SLT use the Audit and Prompt cards to regularly monitor and observe teaching; they use the summative data to identify children who need additional support and gaps in learning.

Ensuring reading for pleasure

‘Reading for pleasure is the single most important indicator of a child’s success.’ (OECD 2002)

We value reading for pleasure highly and work hard as a school to grow our Reading for Pleasure pedagogy.

• We read to children every day. We choose these books carefully as we want children to experience a wide range of books, including books that reflect the children at Our Lady Immaculate Primary School and our local community as well as books that open windows into other worlds and cultures.
• Every Infant classroom has an inviting book corner that encourages a love for reading. We curate these books and talk about them to entice children to read a wide range of books.
• In Reception, children have access to the reading corner every day in their free flow time and the books are continually refreshed.
• Children from Reception onwards have a home reading record. The parent/carer records comments to share with the adults in school and the adults will write in this on a regular basis to ensure communication between home and school.
• As the children progress through the school, they are encouraged to write their own comments and use their diaries to keep a list of the books/authors that they have read.
• Library visits are timetabled across the year.

Assessment

Assessment is used to monitor progress and to identify any child needing additional support as soon as they need it.

• Assessment for learning is used:
  • daily within class to identify children needing Keep-up support
  • weekly in the Review lesson to assess gaps, address these immediately and secure fluency of GPCs, words and spellings.
• Summative assessment is used:
  • every six weeks to assess progress, to identify gaps in learning that need to be addressed, to identify any children needing additional support and to plan the Keep-up support that they need.
  • by SLT and scrutinised through the Little Wandle Letters and Sounds Revised assessment tracker, to narrow attainment gaps between different groups of children and so that any additional support for teachers can be put into place.

Statutory assessment

• Children in Year 1 sit the Phonics Screening Check. Any child not passing the check re-sits it in Year 2.

Little Wandle – Support for Parents

Little Wandle – Parent Workshop

Phonics Test

Piscean Publishing – P.A.I.R. Reading

Virtual Library

Top 100 Recommended Reads – Year 1

Top 100 Recommended Reads – Year 2

Top 100 Recommended Reads – Year 3

Top 100 Recommended Reads – Year 4

Top 100 Recommended Reads – Year 5

Top 100 Recommended Reads – Year 6

The Reader Teacher

Love Reading 4 Kids

Whole Class Guided Reading

At Our Lady Immaculate we also use ‘Whole Class Guided Reading’.

Whole class reading is the method used to teach children to become equipped and ready to successfully navigate reading with confidence.  In order to ensure that children have access to a rich variety of texts, whole class reading books and extracts are carefully chosen so that by the time they reach year 6 and beyond, children will have a good understanding of the 5 plagues of reading (archaic, non-linear time sequences, complexity of narrator, complexity of plot, and figurative/symbolic texts), and are able to access the more complex books expected of them in secondary schools.  Children’s experience of books is further developed by focusing on four common core ideas:

1.  Read harder texts
2. ‘Close read’ texts rigorously and intentionally
3. Read more nonfiction more effectively
4. Write more effectively in direct response to texts.

Reading Spines

VIPERS

At Our Lady Immaculate, we use reading VIPERS to focus on the 6 domains of comprehension. VIPERS provides a method of ensuring that teachers ask, and students are familiar with, a range of questions.  They allow the teacher to track the type of questions asked and the children’s responses to these which allows for targeted questioning afterwards.

As a parent or guardian, it would be also helpful for you to be aware of these, so that you too can practice these skills with your child when listening to your child read:

Key Stage 1

In Key Stage One children reading skills are taught and practised using the VIPERS during whole class reading sessions.

KS1 Content Domain Reference	VIPER
1a draw on knowledge of vocabulary to understand texts	Vocabulary
1b identify/ explain key aspects of fiction and non-fiction, such as characters, events, titles and information.	Retrieve
1c identify and explain the sequences of events in texts	Sequence
1d make inferences from the text	Infer
1e predict what might happen on the basis of what has been read so far	Predict

Key Stage 2

In Key Stage Two children reading skills are taught and practised using VIPERS during whole class reading sessions.

KS2 Content Domain Reference	VIPER
2a Give/explain the meaning of words in context	Vocabulary
2b retrieve and record information/ identify key details from fiction and non/fiction	Retrieve
2c summarise main ideas from more than one paragraph	Summarise
2d make inferences from the text/ explain and justify inferences with evidence from the text	Infer
2e predict what might happen from details stated or implied	Predict
2f identify/explain how information/ narrative content is related and contributes to meaning as a whole	Explain
2g identify/explain how meaning is enhanced through choice of words and phrases	Explain
2h make comparisons within a text	Explain

Example of VIPERS style questions for KS1:

Example of VIPERS style questions for KS2: