Reading & Accelerated Reader
Our Reading Intent
Reading is a vital skill that supports children’s learning across the whole curriculum and so the teaching of reading is given a high priority in our Academy. In order for our pupils to succeed in education and later life, we strive to ensure that our pupils are taught to read with fluency, accuracy and understanding through a variety of discreet and cross-curricular learning opportunities. We want pupils in our school to not only recognise the value and relevance of reading, but become independent and fluent readers. Yet most of all, we want children to enjoy reading.
We believe reading opens up a new world for children and gives them the opportunity to explore new ideas, visit new places, meet new characters and develop a better understanding of other cultures and the world around them. Building up our pupils’ vocabulary through reading gives them the word power they need to become successful learners.
We strive to embed a culture of reading into the core of what we do. Reading and quality literature is interwoven into our curriculum through the use of key texts to expose our children to various genres and famous authors and to enhance the variety of exciting topics that we teach.
How we will achieve this…
If children are to develop as fluent readers, it is essential that they have a secure understanding of letters and their associated sounds. At Boston Pioneers, we follow the systematic approach of Read Write Inc. as the basis of our phonics teaching. Using Read Write Inc., the children learn to read effortlessly so that they can put all their energy into comprehending what they read. It also allows them to spell effortlessly so that they can put all their energy into composing what they write. See also: Phonics.
Within Reception, reading is taught through both literacy-focussed activities based on books and through specific teaching of the Read Write Inc. phonics programme. Our EYFS pupils are read to ‘across the day’ and their English work is underpinned by being exposed to a core spine of quality fiction, poetry and non-fiction that all children experience and draw upon. The curriculum in the Foundation Stage also offers many opportunities for pupils to develop the essential pre-reading skills of speaking and listening. These are developed through listening to stories, shared reading, role-play and opportunities for talk through continuous provision. There are dedicated reading areas both indoor and outdoor provision that promote the love of reading. Within the provision, there are also key story props and costumes to allow children the opportunity to retell and act out stories or poems which have been shared.
By adopting a consistent and rigorous approach, we will provide our children with the foundations to become enthused readers with a passion for storytelling, literature and vocabulary.
Key Stage 1
Building on the Foundation Stage provision, children receive daily phonics sessions for 30 minutes. They are grouped based on ability for these sessions. Any children who we deem to be ‘At risk of delay’ receive one to one intervention. In addition to this, the skills of reading comprehension are taught discreetly throughout school through daily guided reading sessions
In Year two, a more formal weekly reading comprehension session is built into their guided reading carousels. This allows children to develop the pace and stamina to read texts and answer more formal written questions. As a school, we adopt the VIPERS structure for comprehension questioning where question domains are linked to a memorable character from the children to recognise and associate specific question types.
Key Stage Two
In KS2, pupils will continue to participate in a 30-minute Guided Reading session daily. The Vipers approach is further developed across KS2.
Pupils that are below RWI blue band assessment (still insecure in their knowledge and application of Set 2 digraphs/trigraphs) mark in lower Key Stage Two (Year 3) will receive RWI intervention for 15 minutes at least three times a week in order to build their decoding and fluency skills as until these are secure, they will not be able to comprehend texts to an age-appropriate level.
Any children that are identified as working significantly below age-related expectations for reading in Y4 or above, will receive an alternative evidence-based intervention (Lexia Core5) until such a point that the attainment gap has closed.
Our Reading Schemes
We have invested heavily in a variety of reading materials to encourage our children to access a range of texts which extend their reading ability and confidence.
Our Early Reading Scheme is based on the Oxford University Press Read, Write, Inc. Book Bag Books. These have been selected as they closely match our chosen synthetic phonics programme and are therefore able to support the further embedding of the phonics being taught in school.
On enrolment in Reception, parents are provided with a set of sounds cards and undertake a ‘Readiness for Reading’ workshop to increase their confidence at supporting their child to begin to read; get them actively involved in their child’s learning and ensure both home and school are adopting a similar approach, including the use of pure sounds.
In addition to their weekly home reader (which is matched to support the sounds being taught in school), additional ‘books for sharing’ will be issued. These will be of a higher ability than the targeted, phonics-based readers, with a view to the text being read to them in order that children hear adults modelling reading, discuss the texts read with an adult and discuss new vocabulary that is encountered.
Reading Beyond Read, Write, Inc.
From Blue Level of Read, Write, Inc., upwards children will access the Accellerated Reader Programme as opposed to taking home a book for sharing. AR books are graded, with children undertaking a termly placement test to ensure the correct level of challenge. This fine progression gives children plenty of opportunity to develop their reading skills and master each fine step while moving through the reading programme. After each book is read, children are encouraged to take an AR quiz to check they have comprehended the text read and not just decoded it. For each quiz passed, points are awarded which in turn generate rewards: the main one being a book signed by the author!
At Boston Pioneers Academy, we value the importance of parental partnership in order to provide the best education for our pupils. Parents are encouraged to listen to their children read at home and able readers are expected to read independently at home to build stamina. Each child from Reception to Year 6 will have access to a reading book to take home every day. Parents are asked to comment/sign their children’s reading record book every time their child reads at home.
The school also buys in to ReadOn MyOn, an online library of over 10,000 fiction and non-fiction books for children to access both in school and at home.