At Roecliffe we recognise that language is at the heart of all we do. Without it we can not communicate our knowledge, ideas and feelings, or structure and make sense of our experiences; in this sense, language is a tool for both our thinking and learning. It is therefore vital that we provide all children with the very better experiences and opportunities in order for them to develop their speaking and listening and writing skills fully.
Our long term planning for Reading can be found by clicking here.
The National Curriculum for English. The National Curriculum for English can be found by clicking here.
Our school policy for Reading and Writing can be found by clicking here.
We LOVE reading at Roecliffe! Because its is such an essential life skill, we positively encourage all children to read on a daily basis in a variety of contexts. We also recognise that ‘Reading for Pleasure’ it a vital component in ensuring that all children become lifelong readers. We recognise and teach the two dimensions of reading – word reading and comprehension through a carefully planned and dynamic curriculum.
Guided Reading is an approach to reading that supports children to develop not only their reading skills but also their comprehension skills. The children are grouped according to their needs to acquire similar skills. Over the course of a week each child will undertake a pre-read of a text, work with the class teacher and complete individual activities. As a school we use the Reading Explorers series of short text and focused questions for one half term and then plan guided reading questions around a whole text for the next half term. This helps ensure children develop their understanding of both longer and shorter texts and allows them the opportunities to compare texts.
Skills development with class teacher
Following the pre-read session the children work with class teacher to develop a specific skills. The are five thinking and reasoning skills that are covered during the year are:
Evaluative assessment of text
Each session is divided into three sections:
Warm up questions:
- These questions are mainly literal and are aimed at orientating the children to the text
- This is the main focus of the lesson – the questions asked are directly related to the specific skill being practised
During the remaining weekly sessions the children will complete a number of independent activities. These usually include answeringvocabulary questions. These questions increase the children’s knowledge and understanding of why certain words were chosen by the author.
Reading through the curriculum
At Roecliffe we recognise the importance of developing reading skills and understanding through all areas of the curriculum. We also understand the importance of ensuring that children enjoy reading and have a passion for books. We try and achieve this in a number of ways:
Share books and reading to the children regularly through a class reader
- Book worms – small group work aimed at introducing children to new authors and making them excited about reading
- Using other medias such as music, pictures or videos to reinforce reading skills
- A range of books the children can choose to read from
Bookworms is a weekly programme that is aimed at developing children’s enjoyment of reading and library skills. In small groups, the children work in the library, discussing different books and genres. They are given the opportunity to share books they are reading and recommend them to others. Before the session ends, the children focus on a particular library skill. This may include identify the difference between fiction and non-fiction or understand alphabetical order when trying to locate a specific Author. The children really enjoy the bookworm sessions and are all keen to share books with each other.
Our teaching of writing starts with immersion in quality texts. We believe that it is essential that children see what good writing looks like. If they love reading it then children are more likely to want to write it! We use a range of techniques here depending on the learning outcomes. For example, children could be detectives hunting for an aspect of grammar, or they could become one of the characters in a drama activity.
Children are taught specific skills throughout this stage of the writing process but also take part in discreet lessons to teach them grammar or punctuation skills.
Children are then taught how to plan and write their own texts using the specific skills taught. Teachers will model and scaffold the writing to help children write independently.
Children are given a range of opportunities to apply their writing knowledge across the curriculum ; every lesson can be an English lesson!