Reading
At Thorpe Acre Junior School, reading is at the heart of our curriculum. We recognise that reading is an essential skill for life, and we want our children to leave school with a passion for reading. We aim to promote a love of reading across all ages so that children access high-quality texts across the curriculum, encounter rich and varied vocabulary and develop their comprehension skills. We want reading to develop as a transferable skill which will enable pupils to become inquisitive, improve their spoken and written literacy skills, and become lifelong learners. Competency in reading is the key to independent learning and therefore the teaching of reading is given a high priority. Success in reading has a direct effect on progress in all areas of the curriculum and is crucial in developing children’s self-esteem, confidence, and motivation.
The school’s overall objective is for each child to become a fluent and confident reader who reads widely and for pleasure. Reading is taught as an integral part of our curriculum and is covered throughout the subjects on offer. Children are encouraged to explore texts, including poetry and play scripts, and to discover books written by both well-known and up-and-coming authors. We have a wide range of non-fiction texts to match topic themes, current events and children’s interests.
In addition to the teaching of reading skills and comprehension through English lessons and the wider curriculum, reading is taught as a specific skill through guided reading and each child’s progress is carefully monitored. Children are taught reading strategies in small groups during Guided Reading. Once a fortnight, there is a whole class reading session with the purpose of developing progressive reading skills. This session uses the class read, a high quality, age-appropriate text, to model to the children the progressive reading skills listed in the Long-Term Plan (below). After the whole class reading session, the children complete a further 5 activities that develop their reading skills and knowledge.
Accelerated Reader encourages children to read a wide variety of texts whilst allowing their progress to be carefully monitored and tracked. There is a wide range of graded reading material within the school, and this is supported by a well-stocked fiction and non-fiction library with access to an array of picture books, access to a variety of poetry books, and space for children to enjoy reading for pleasure.
It is expected that parents will listen to their child read for 10-15 mins each night and record this, and any new vocabulary, in their reading record.
2023/2024
Children will be taught a range of domains in all reading sessions, but the below shows the key focus areas that will be modelled throughout the term in 2-week teaching cycles.
AUT term | - 2b retrieve and record information / identify key details from fiction and non-fiction. - 2e predict what might happen from details stated and implied. - 2d make inferences from the text / explain and justify inferences with evidence from the text. - 2a give / explain the meaning of words in context. - 2c summarise main ideas from more than one paragraph. - 2h make comparisons within the text.
| - 2b retrieve and record information / identify key details from non-fiction. - 2b retrieve and record information / identify key details from fiction. - 2e predict what might happen from details stated and implied. - 2d make inferences from the text / explain and justify inferences with evidence from the text. - 2a give / explain the meaning of words in context. - 2c summarise main ideas from more than one paragraph. - 2h make comparisons within the text. | - 2b retrieve and record information / identify key details from non-fiction. - 2b retrieve and record information / identify key details from fiction. - 2e predict what might happen from details stated and implied. - 2d make inferences from the text / explain and justify inferences with evidence from the text. - 2a give / explain the meaning of words in context. - 2c summarise main ideas from more than one paragraph. - 2h make comparisons within the text. | - 2b retrieve and record information / identify key details from non-fiction. - 2b retrieve and record information / identify key details from fiction. - 2e predict what might happen from details stated and implied. - 2d make inferences from the text / explain and justify inferences with evidence from the text. - 2a give / explain the meaning of words in context. - 2c summarise main ideas from more than one paragraph. - 2h make comparisons within the text.
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Children will be taught a range of domains in all reading sessions, but the below shows the key focus areas that will be modelled throughout the term.
| Year 3 | Year 4 | Year 5 | Year 6 |
SPR term | - 2g identify / explain how meaning is enhanced through choice of words and phrases. - Range of reading domains delivered through poetry. - Skill: Visualisation. Literal details of characters and/or settings. - 2d make inferences from the text / explain and justify inferences with evidence from the text. - Skill: Pronoun tracking
| - 2g identify / explain how meaning is enhanced through choice of words and phrases. - Range of reading domains delivered through poetry. - Skill: Visualisation. Literal details of characters and/or settings. - 2d make inferences from the text / explain and justify inferences with evidence from the text. - Skill: Pronoun tracking
| - 2g identify / explain how meaning is enhanced through choice of words and phrases. - Range of reading domains delivered through poetry. - Skill: Visualisation. Literal details of characters and/or settings. - 2d make inferences from the text / explain and justify inferences with evidence from the text. - Skill: Pronoun tracking
| - 2g identify / explain how meaning is enhanced through choice of words and phrases. - Range of reading domains delivered through poetry. - Skill: Visualisation. Literal details of characters and/or settings. - 2d make inferences from the text / explain and justify inferences with evidence from the text. - Skill: Pronoun tracking
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| Year 3 | Year 4 | Year 5 | Year 6 |
SUM term | - 2g identify / explain how meaning is enhanced through choice of words and phrases.
- 2e predict what might happen from details stated and implied. - Chosen reading domains based on class needs - Read and perform poetry focus: Haikus and Tankas - Range of questions and skills to recap domains taught throughout the year
| - 2g identify / explain how meaning is enhanced through choice of words and phrases.
- 2e predict what might happen from details stated and implied. - Chosen reading domains based on class needs - Read and perform poetry focus: Limericks - Range of questions and skills to recap domains taught throughout the year
| - 2g identify / explain how meaning is enhanced through choice of words and phrases.
- 2e predict what might happen from details stated and implied. - Chosen reading domains based on class needs - Read and perform poetry focus: Cinquain - Range of questions and skills to recap domains taught throughout the year
| - 2g identify / explain how meaning is enhanced through choice of words and phrases.
- 2e predict what might happen from details stated and implied. - Chosen reading domains based on class needs - Read and perform poetry focus: Narrative - Range of questions and skills to recap domains taught throughout the year
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