At Campsbourne we following the National Curriculum for Reading which can be found here.
Phonics – Sounds Write
Children are taught to read and spell using phonetic knowledge through the Sounds Write programme. This begins in reception where children are introduced to individual sounds and master the ability to blend these sounds to make words they progress through a series of phonetically decodeable books. This continues through year 1 and to a lesser extent in year 2. As children progress through years 2 to 6 the focus of children’s phonetic understanding shifts to spelling.
Children are assessed each term in their phonic knowledge with an emphasis placed on their ability to blend and segment words confidently before moving on to more complex sounds and words.
To find out more about the content and progression you can view our Phonics and Spelling Policy here.
Daily Supported Reading (Year 1)
Daily Supported Reading (DSR) gives our school the tools to deliver effective reading support for younger children. Following the DSR programme instils good reading routines and practice from a young age and helps all children increase their enjoyment and maximise their progress in reading by ensuring children are reading for meaning. This program is taught in year 1 and for some children in year 2 and involves children reading in small groups with an adult every day for 30 minutes.
- Children are provided with phonetically sequenced books so that they only read books which include the sounds which they have or are learning during their phonics sessions.
- Books are differentiated according to a child’s phonetic ability to blend sounds accurately.
- Every child is listened to read so that the adult can support them with using their phonic knowledge to decode words.
- Children discuss what they have read and respond to questions to check their understanding of the text.
- Finally children are provided with dictated sentences from the story to practise segmenting sounds for writing.
Guided Reading (Year 2)
In Year 2 we teach reading through daily Guided Reading sessions. These sessions use the PM Benchmarking Book bands and aim to build on the foundations established through Daily Supported Reader sessions in Year 1, whilst supporting children to transition from learning to read to reading to learn. Guided Reading sessions take place daily and last for 30 minutes.
During guided reading, the children are grouped according to their reading needs and strengths. Throughout the course of the week, the teacher works with each group to teach them strategies that will enable them to become more independent, fluent and skilled readers. The children then apply these skills to books at their instructional reading level, through independent or paired activities. The children work on their comprehension skills both orally and in written form and in doing so develop their ability to discuss texts that they have read by asking and answering questions and making predictions. A variety of interesting and challenging texts are used to expose the children to new and ambitious vocabulary.
You can view our reading curriculum pathway for Reception and Years 1 and 2 by clicking on the following link.
Curriculum Reading Pathway EYFS and KS1
Destination Reader (Years 3 – 6)
Destination Reader involves daily lessons incorporating whole class modelling, prior to the children applying these skills through partner work and independent reading. Children deepen their understanding of the texts they read through the systematic use of a series of strategies and language stems. We use a variety of texts throughout KS2 from classics such as Charlotte’s Web in Year 5 and George’s Marvellous Medicine in Year 3, to more modern literature such as The Boy at the Back of the Class in Year 4 and Who Let the God’s Out? In Year 6. We aim to ensure the texts we use in class for these sessions make links elsewhere across the curriculum and represent our wonderfully diverse community. For example in the summer term children read stories about refugees as part of our work around Refugee Week.
You can view our reading curriculum pathway for Years 3 to 6 by clicking on the following link.
Campsbourne Reading Pathway KS2
Assessment of Reading
Reception and Year 1
In reception and years 1 children’s phonetic knowledge is assessed weekly to ensure they are reading the correct book during their group sessions. Detailed individual assessments are completed three times a year for children who are not meeting expectations. These assessment help inform provision to ensure keep up and catch up interventions are targeted at the specific needs of each chid.
At the end of Reception and twice a year in years 1 and 2 children complete PM Benchmarking assessments. These assessments are used to ensure that children’s ‘we read’ home readers are at the correct level. Children in Year 2 begin to complete written assessments after the autumn term. You can view the progression map for reading in Reception and Years 1 and 2 clicking on the link below.
Reading Progression Map (EYFS and KS1)
Years 3 to 6
In years 3 to 6 children are assessed weekly through their reading lessons. They also complete written assessments at the end of each term. You can view the progression map for reading in Years 3 to 6 clicking on the link below.
Reading Progression Map (Years 3 to 6)
Independent Reading and Promoting the Joy of Reading
We have a dedicated school library which is well stocked with a range of texts. Children enjoy 30mins every week in the library choosing and reading books in a relaxed environment.
Home Readers (Reception, Year 1 and Year 2)
Parents are encouraged to read with their children every night.
Children are provided with 3 different types of books with very specific aims. We call these, ‘I read’, ‘We read’ and ‘You read’.
‘I read’ – These books are closely linked to the sounds taught in class. Children should be able to read these books independently using their phonic knowledge.
‘We read’ – In parallel with children developing their phonic knowledge many children also develop a sight vocabulary and are able to read quite complex books which will include words with sounds / graphemes that they have not learnt and will therefore struggle to decode. These books should be read with an adult who can support them to decode these words as and when they come across them.
‘You read’ – These books are for children to enjoy listening to you read. These books should be language rich and help children develop a broad vocabulary which will help them with comprehension and writing as they progress.
Accelerated Reader (Year 3 to Year 6)
In years 3 to 6 we use the Accelerated Reader program which allows teachers and parents to monitor children’s independent reading and provides incentives for children to read regularly. Research shows that children make most progress when they read for at least 30 mins every day and have good levels of comprehension of the books they are reading. To ensure children are reading the correct books children take short tests which tell them which book levels they should be reading. You will notice that the books your child is coming home with have small stickers on the front cover. These stickers refer to the level of difficulty of the book. Children read the book and when they have finished they take a short quiz asking them 8 – 10 questions about the book.
We are then able to track the children’s reading to make sure they are reading regularly and that they are reading books at the right difficulty level. The system provides us with lots of fun facts such as how many words a child / class or even the whole school has read as well as allowing us to see how they are doing with their quizzes. Each week we reward children who have taken 6 quizzes and got a pass rate of 85% or more. The more children read and score good comprehension marks on their quizzes the more rewards they get!
Parents Guide to Accelerated Reader
What Parents need to know about Accelerated Reader