Reading

At Springwood Heath we ensure that reading is our priority. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially, and spiritually. The teaching of English and implementation of reading strategies is embedded across our curriculum.

In line with the national curriculum, we ensure that all pupils:

• read easily, fluently and with good understanding.
• develop the habit of reading widely and often, for both pleasure and information.
• acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.
• appreciate our rich and varied literary heritage
• write clearly, accurately, and coherently, adapting their language and style in and for a range of contexts, purposes, and audiences.
• use discussion in order to learn; they should be able to elaborate and clearly explain their understanding and ideas.
• are competent in the arts of speaking and listening, making formal presentations, demonstrating to others, and participating in debate.

Dedicated events such as World Book Day, author events, reading initiatives, organised through the Liverpool Learning Partnership, and class assemblies are part of our core offer and enrich our love of reading, writing and performing literature.

Step to Read is:

• sequenced, coherent and progressive • uses language-rich texts for vocabulary teaching • includes all elements of comprehension, taught sequentially across an academic year • has a clear focus on the skills and strategies needed to be a proficient and confident reader • uses engaging texts to promote a life-long love of reading • includes poetry, non-fiction and fiction that enhances learning across the curriculum.

It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems, and songs together. We use Read Write Inc as structured programme for phonics. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription and composition (articulating ideas and structuring them in speech, before writing).

Year 1 Planning Sequence

Year 2 Planning Sequence

Year 4 Planning Sequence

Y6

Lessons follow the evidenced-based approach of: Teacher Read, Teacher Model, Children Practise and Children Apply.

Steps to Read units cover either 4 or 5 weeks. The fifth lesson of each week – an extended application session – provides an opportunity for children to apply the skills they have gained in the previous 4 sessions.

How do we know what children have learnt