Reading Policy 2018 – 2019

KEY AGREED PROCEDURES:

Shared Reading will take place for pupils in EYFS and Y1

Guided Reading will start for most pupils in Y2

Guided Reading sessions should take place 4 times a week for 30 minutes.

Every 2 weeks, a whole class reading session must take place.

Reading should be embedded throughout the whole curriculum.

The texts used in guided reading must be more challenging than the pupils’ independent reader.

Every pupil will have a Teacher and TA led session each week.

There must be a clear objective for each guided reading session – linked to the teaching of a specific skill.

AIMS:

To develop a love of books and reading.

To develop reading strategies and skills: fluency, accuracy, understanding and respond to different texts.

To read and enjoy a variety of texts from a variety of sources: library, class book corners, ICT.

To create a strong, embedded reading culture through a rich language environment within classrooms and the wider school environment.

To deliver a structured and consistent approach to reading.

To recognise the value of parents / carers as essential components in supporting and developing children’s reading skills and love of reading.

To rigorously monitor and assess children’s progress in reading and identify those who require extra support and intervene at an early stage.

There is a whole school approach to the teaching of reading.

A wide range of reading strategies will be taught throughout all classes that reflect the requirements of the National Curriculum and EYFS Development Matters programme.

Review Date: Sept 19

2

RATIONALE

This policy for Reading forms a key element in the teaching of English at BASE Academy. It is

inter-linked with other elements of learning in English, such as speaking and listening and writing.

This approach will be used across all areas of the curriculum.

What is Guided Reading?

Guided Reading is the method used to teach individual children to become fluent in reading,

contextualising vocabulary and developing the comprehension skills of inference and deduction.

Children are taught in small groups set according to ability. Guided Reading is principally the

responsibility of class teachers’ and must be planned and evaluated for all children by the class

teacher. Other trained adults will be used during Guided Reading to develop children’s

understanding of ‘Word Knowledge’ and ‘Word Choice’ through a daily vocabulary session.

Guided Reading is supported by a variety of texts and reading materials – mainly ‘Reading

Explorers’. This does not however, preclude teachers from planning guided reading sessions

around their own choice of text, provided the texts chosen are matched to the reading levels of

the children.

TIME ALLOCATION

Daily Guided Reading occurs outside of the main English session and lasts for 30 minutes.

This session will occur four times a week. In the Foundation Stage and Year 1, the teaching of

reading will be done as shared reading with the class teacher and teaching assistant. Children

then begin to participate in ‘Guided Reading’ sessions as they progress through Year 2 and have

a solid foundation of Mechanical Reading. This may only be for 5 or 10 minutes in the very early

stages, in small groups.

Our aim is that by the end of the Autumn Term in Year 2, the majority of children will be

participating in guided reading on a weekly basis. Teaching assistants and/or parent volunteers

hear individual children read every day if Schonell Testing shows children are working

>12months behind. In Key Stage 1 and 2, all classes will have a daily allocated guided reading

slot in the timetable. Each reading group will have one Guided Reading session a week with the

class teacher and one vocabulary session with the Teaching Assistant.

SHARED READING (EYFS and Y1)

Shared Reading is an interactive reading experience that occurs when small groups of students join in or share the reading of a suitably challenging book or other text while guided and supported by a teacher. The teacher explicitly models the skills of proficient readers, including reading with fluency and expression. In the early stages of reading it is very important that children have the opportunities to read for pleasure and enjoyment as well as to improve their reading accuracy and skills. A range of strategies need to be used such as reading around the circle, echo reading and partner reading. Before the reading starts it can be helpful to identify any new, technical or tricky words and to share these with the children to aid their reading and understanding.

3

Again, reading will focus on fluency, accuracy and expression (1a/2a) and also on understanding of the text and retrieval of information (1b/2b) then moving on to inference (1d/2d) etc.

GUIDED READING (Y2-Y6)

Structure:

Orientation Vocabulary (TA) Higher Order

Reading Skills

(Teacher)

Apply (Independent)

Peer to Peer Word Knowledge and

Word Choice

Deductive and

Inference

Application

Independent differentiated comprehension covering ALL question types:

• Literal • Word

Knowledge • Word Choice • Deductive • Inference

Retrieval of specific

information

Teacher and Learner

Question

Evaluative &

Reflective Question Look at Evaluative

and Reflective

Question

Timetable:

Group Monday Tuesday Wednesday Thursday

1 Orientation Session Vocab Session (TA) Guided Reading

(Teacher)

Independent Activity –

Application of Skills

2 Vocab Session (TA) Guided Reading

(Teacher)

Independent Activity –

Application of Skills Orientation Session

3 Guided Reading

(Teacher)

Independent Activity –

Application of Skills Orientation Session Vocab Session (TA)

4 Independent

Activity – Application of Skills

Orientation Session Vocab Session (TA) Guided Reading

(Teacher)

Resources:

4

- Reading Explorers - Classics - Cracking Comprehension - Primary Education Boxes - Texts linked to topic - CGP Comprehension

Orientation:

Focus: Retrieval

This session is used to get children immersed into the text.

Teacher Questions Our Questions

Retrieval Questions

Children write own Questions

Evaluative/Reflective Question

Example:

Vocabulary Session (TA):

Focus: Word Knowledge and Word Choice

5

1: Re-orientate 2: Model 3: Vocabulary 4: Questions

Re-orientate the children with the text.

Ask one ‘general’ question.

Example: ‘You were reading a text yesterday, what was it about?’

2-3 minutes

Model read the story (Either TA read or use the MP3 files – the latter are read in a range of accents)

Allow children to read silently with TA or simply close their eyes and listen.

Do not make children read the text aloud.

2 minutes

Golden rule – ELICIT; don’t tell

Use of highlighter pens and whiteboards. Highlight words ‘which the children would like to know more about’ / ‘Which you find interesting.’ (Positive focus to avoid shut down – avoid: Find words which you don’t understand etc.)

Might need rules – no highlighting names etc.

TA highlights their own words whilst the children undertake this task.

Once words chosen, work around the group:

‘What was your word? Where did you find it?’

Read in context and open up discussions about the words. Might need to be supported through props:

• Visualise – Draw it / photographs

• Physicalise – Act it out

15-20 minutes

Visit and discuss the children’s group questions from the previous ‘independent’ peer reading session.

The children should have two questions – TA to answer them honestly, before turning their questions back onto the children asking for their thoughts and opinions.

Important: It gives importance to the children’s questions / self-respect and a purpose for their actions.

5 minutes

Time permitting, get the children to read alternating paragraphs sitting back-to-back in partners to listen to the pace, use of punctuation and stresses on words.

Guided Reading Session (Teacher):

Focus: Inference and Deduction

The teacher focuses on ‘Higher Order Reading Skills’. Lots of TALK to take place. Use of specific

question STEMS targeted at these higher order skills.

Independent Activity (Application of Skills):

Independent differentiated comprehension covering ALL question types:

6

• Literal (Specific Information) • Word Knowledge (What does ‘staggered’ mean?) • Word Choice (Why did the author choose to use the word ‘staggered?’ • Deductive (Clues/Evidence) • Inference (Reading between the lines)

Children must taught/shown how to answer questions using the APE technique (Appendix). See Question Stems (Appendix)

Note:

Children should be exposed to a range of short extracts and full texts throughout the year.

WHOLE CLASS READING

Every two weeks, a whole class reading session will take place. This could be during any

curriculum lesson – making links if possible e.g Learning Challenge, Science etc. During this

session, children will have the opportunity to apply the skills learnt during guided reading.

Teachers must still model learning to the children and focus on vocabulary.

To support this session, ‘Cracking Comprehension’ has been purchased.

CLASS READ

A class read – chosen by the teacher – should be read daily for 10-15 minutes. Enjoying books and reading stories from a very early age is crucial in the development of children. It helps with their ability to understand words, use their imagination and develop their speech, as well as being something they really enjoy.

Teachers play a huge part in the development of reading skills in young children. The more children experience books the more they will gain the interest and passion for them. Reading offers so much more than just quiet time in a cosy corner. It helps to develop spelling, listening, writing, literacy and social skills.

Young children need to be able to experience books; they need to be able to understand and enjoy stories, books, rhymes and songs and listen and respond to them with curiosity and enjoyment.

This will promote the value and pleasure of reading and encourage an interest in reading throughout school and in later life.

READING ENVIRONMENT

All classes should have a designated reading area. This should have a range of books in it depending on the year group. Areas should also have a range of puppets, retelling cards, story spoons and be literature rich, promoting and fostering a love of reading. Each child should have access to the school library where they will be able to borrow books (which should be stored in class). Each class should have a ‘book of the week’ or ‘class novel’ which should be displayed in the classroom.

7

Reading Environment Checklist:

Question STEMS Collection of books to promote a love

of reading

Author Focus (changing throughout the year)

Class Read on Display

Book Reviews Reading Challenge/Incentives

What the Class Teacher/TA is reading

Inviting, comfy area

RECORDING

Guided reading work to be recorded in Purple Reading Journal. Teachers to stamp and comment

in pupils’ reading records using Guided Reading Stamp.

ORGANISATION AND PLANNING

All teachers should have and maintain a Guided Reading file containing any guidance,

assessments, and planning. These should be made available to any member of the Leadership

Team who is undertaking an observation of Guided Reading.

• All pupils will be grouped for guided reading on the basis of their reading ability.

• Reading observations and assessments will be used to inform these groupings.

• Groups should ideally contain up to a maximum of 8 children.

• The learning objectives for each group will be identified.

• Texts will be selected to help deliver the learning objective which will also be at the appropriate

book band for that particular group of children.

ASSESSMENT

Teachers track pupils’ progress in reading using the ‘Reading Assessment Criteria’ in each

classes Guided Reading File. At the end of each half term, assessments take place using Rising

Stars assessment materials. Assessment notes should be made on planning and the assessment

criteria during guided reading sessions. These must be scrutinised and teachers will consider

where each child best fits using their knowledge of the children and all available evidence, e.g.

guided reading records/reading journals/English writing books etc. Children are grouped

according to this assessment information, but groupings should remain flexible according to

individual need and progress. Phonics tracking will be undertaken with pupils throughout the

Foundation Stage and reading assessments made at the beginning of Key Stage 1. The purpose

of these will be to ensure children are reading within the appropriate ‘book band’ and can be

grouped with pupils of similar ability. At the end of the Foundation Stage, pupils will be assessed

8

against the Early Learning Goals for reading. Pupils undertake End of Key Stage 1 and end of

Key stage 2 tests, Phonics screening in Year 1 and teacher assessments at the end of Year 2

and 6.

Appendices: KS1 and KS2 Assessment Strands Question Stems Scaffolded Answer (APE) Planning Template

9

Appendix A: KS1 and KS2 Assessment Strands

The Reading Assessment Focus KS1 - Overview grid

Strategies Key phrase

1a

Draw on knowledge of vocabulary to understand texts

Decode accurately Read with understanding

1b

Identify / explain key aspects of

fiction and non-fiction texts, such as characters, events, titles and

information

Seek, find and understand Literal responses to text

Text reference

1c Identify and explain the sequence

of events in texts

Explain Explain what happened in the text

Give a short review

1d Make inferences from the text

Between the lines Inference and deduction

Interpret Put yourself in their shoes

Text reference

1e

Predict what might happen on the basis of what has been read so far

Predict What’s going to happen next? Why?

10

The Reading Assessment Focus KS2 - Overview grid

Strategies Key phrase

2a Give / explain the meaning of

words in context Decode accurately

Read with understanding

2b Retrieve and record information / identify key details from fiction

and non-fiction

Seek, find and understand Literal responses to text

Text reference

2c Summarise main ideas from more

than one paragraph

Summarise Explain what happened in the text

Give a short review

2d Make inferences from the text /

explain and justify inferences with evidence from the text

Between the lines Inference and deduction

Interpret Put yourself in their shoes

Text reference

2e

Predict what might happen from details stated and implied

Structure Commenting on presentational features

Why is the text presented and organised as it is?

2f

Identify / explain how information /

narrative content is related and contributes to meaning as a whole

Language Why did the writer use that word / phrase /

image / sentence etc. Literary awareness Impact on reader

2g

Identify / explain how meaning is

enhanced through choice of words and phrases

The Writer Writer’s purpose

Writer’s attitudes and values Big messages about life

2h

Make comparisons within the text Compare

Compare characters/setting/plot

11

Appendix B: Question Stems

Masefield Primary School Effective Questions for Reading at Key Stage One

Key Stage One Reading Skills:

4 Key Types of Questions

Closed

Implies that teacher has the

‘correct’ response in mind.

Open

Allows for a range of responses.

Literal

Recall of simple facts or simple

comprehension- the answer is

clearly stated in the text.

Higher Order

Encourages children to think and

often is based on interpretation of

the text.

1a: Draw on knowledge of vocabulary to understand texts.

1b: Identify and explain key aspects of fiction and non-fiction texts, such as characters, events, titles and

information.

1c: Identify and explain the sequence of events in texts.

1d: Make inferences from the text.

1e: Predict what might happen on the basis of what has been read so far.

12

Strategies to develop book talk

Key Stage One Reading Skills

1a: Draw on knowledge of vocabulary to understand texts.

What does … mean?

What word in the text tells you/describes …?

Find the word (s) which tells you that …

What do these words … tell us about …

Which word tells us how … was feeling?

1b: Identify and explain key aspects of fiction and non-fiction texts, such as characters,

events, titles and information.

First story questions – Who? What? Why? When? Fact Collecting

What does … do?

What happened to/ when?

Give two things that happened?

Tell me what … did?

What could … see/hear/taste?

Encourage children to extend their ideas – say a little more about ….

Echo what the children have said to show you have listened to their opinions – so you think that …

Make contributions from their own experience – encourages children to offer contributions of their own – empathise/identify with characters – I remember …

Clarify ideas – make key points explicit and encourage children to consider why they think what they think – I can tell that is it the case that … because …

Make a suggestion – encourages children to question what you say/agree/refute your idea – I’m not sure but I think that …

Reflect on topics – encouraging children to value thinking time and see that there may be more than one interpretation/answer – I can see that but have you thought about …

Provide additional information that might help – I know that this author writes other books about …. I know that later in the story … happens

Speculate – encourages children to offer speculations – I think that/it could be/ Might it be that …

13

What did …?

How did/do …?

Where did/was …?

When did/do/were …?

Describe …

Why did/does/were …?

What had …?

What is good/bad about …?

Tell me … things about …

What did you learn about …?

1c: Identify and explain the sequence of events in texts.

What order did … happen?

Put the events of the story in order

What happened after/before?

Why has the information been presented in this order?

Why does each instruction have a number?

What happened at the beginning/middle/end?

Who … first?

When did … happen?

What do you do after …?

Can you retell the story?

Can you tell me how to …?

What do you do first/last?

What happened when …?

1d: Make inferences from the text.

Second story questions – How? Why? Explaining reasons for opinions given

What kind of … was it?

What was … doing?

Why did …?

How did …?

How can you tell …?

Why do you think that … was feeling …?

How do you know that …?

How might …?

Why might …?

What could …?

What words tell us that …?

What does … think/feel?

When is the story set? How do you know? Why do you think that?

14

Why did … behave like that?

Why is that event important in the story?

How was … different after … had happened? Explain why you think that …?

What is the same/different about … and …?

1e: Predict what might happen on the basis of what has been read so far.

Third story questions – speculating. Explaining reasons for opinions given

What might happen next?

What would you do next?

How might this story end?

What information might we learn

What do you expect to happen?

Explain why you think that is going to happen.

Who do you think is going to …?

Who is most important in this story?

15

Appendix B: Question Stems KS2

Masefield Primary School Effective Questions for Reading at Key Stage Two

Key Stage Two Reading Skills:

4 Key Types of Questions

Closed

Implies that teacher has the

‘correct’ response in mind.

Open

Allows for a range of responses.

Literal

Recall of simple facts or simple

comprehension- the answer is

clearly stated in the text.

Higher Order

Encourages children to think and

often is based on interpretation of

the text.

2a: Give/explain the meaning of words in context.

2b: Retrieve and record information/identify key details from fiction and non-fiction.

2c: Summarise main ideas from more than one paragraph.

2d: Make inferences from the text/explain and justify inferences with evidence from the text.

2e: Predict what might happen from details stated and implied.

2f: Identify/explain how information/narrative content is related and contributes to meaning as a whole.

2g: Identify/explain how meaning is enhanced through choice of words and phrases.

2h: Make comparisons within the text.

16

Strategies to develop book talk

Key Stage Two Reading Skills

2a: Give/explain the meaning of words in context.

What does … mean?

What word in the text tells you/describes …?

Find the word (s) which tells you that …

What do these words … tell us about …

Which word tells us how … was feeling?

What does the word … mean in this sentence/context?

Can you think about of another word we could use instead of …?

What do these words tell you about …?

Which other words tell you that … was …?

2b: Retrieve and record information/identify key details from fiction and non-fiction.

First story questions – Who? What? Why? When? Fact Collecting

How would you …?

According to the text what/when/why …?

How can you tell that ...?

Encourage children to extend their ideas – say a little more about ….

Echo what the children have said to show you have listened to their opinions – so you think that …

Make contributions from their own experience – encourages children to offer contributions of their own – empathise/identify with characters – I remember …

Clarify ideas – make key points explicit and encourage children to consider why they think what they think – I can tell that is it the case that … because …

Make a suggestion – encourages children to question what you say/agree/refute your idea – I’m not sure but I think that …

Reflect on topics – encouraging children to value thinking time and see that there may be more than one interpretation/answer – I can see that but have you thought about …

Provide additional information that might help – I know that this author writes other books about …. I know that later in the story … happens

Speculate – encourages children to offer speculations – I think that/it could be/ Might it be that …

17

Who/ What/ Why/ When/ Where/ Which …?

Is it true that …?

Where in this book would you find …?

What do you think has happened in this story?

Where does … do?

What happened to/when …?

Give 2 things that happened?

Tell me what … did?

What could … see/hear/taste?

What did …?

How did/ do …?

Where did/was …?

When did/ do/ were …?

Describe …

Why did/ does/ were …?

What had …?

What is good/bad about …?

Tell me … things about …

What did you learn about …?

2c: Summarise main ideas from more than one paragraph.

What is the key point of the chapter?

Tell me in a sentence what you have found out?

What happened in this story?

What was the most important thing that happened in that chapter?

What order did … happen?

Put the events of the story in order

What happened after/before?

Why has the information been presented in this order?

Why does each instruction have a number?

What happened at the beginning/middle/end?

Who … first?

When did … happen?

What do you do after …?

Can you retell the story?

Can you tell me how to …?

What do you do first/last?

What happened when …?

18

2d: Make inferences from the text/explain and justify inferences with evidence from the

text.

Second story questions – How? Why? Explaining reasons for opinions given

Why does/ is …?

How do we know that …?

What words tell/ show/ imply that …?

Explain how … felt.

Is this fact or opinion?

How has the writer made you think?

How do these words make you feel about …?

What gives you the impression that …?

What do you think the writer intended …?

What kind of … was it?

What was … doing?

Why did …?

How did …?

How can you tell …?

Why do you think that … was feeling …?

How do you know that …?

How might …?

Why might …?

What could …?

What words tell us that …?

What does … think/feel?

When is the story set? How do you know? Why do you think that?

Why did … behave like that?

Why is that event important in the story?

How was … different after … had happened? Explain why you think that …?

What is the same/different about … and …?

2e: Predict what might happen from details stated and implied.

Third story questions – speculating. Explaining reasons for opinions given

Based on what you have read so far – what might happen?

How do you think the story will turn out?

What is going to happen next? Why?

What does this suggest is going to happen?

How do you think this will end?

What other information might you learn from this book?

Do you think you are going to find this text useful – why/ why not?

What evidence supports what you think?

19

Given that this happened how might that effect the rest of the story?

What might this character think about?

What might happen next?

What would you do next?

How might this story end?

What information might we learn

What do you expect to happen?

Explain why you think that is going to happen.

Who do you think is going to …?

Who is most important in this story?

2f: Identify/explain how information/narrative content is related and contributes to

meaning as a whole.

How has the layout helped the reader?

How do we know that time has passed?

Are these chapters/ paragraphs linked in any way?

What style of writing has been used?

Has the author adopted a tone/style of writing? How?

Why has the font/ picture been chosen at the point?

What tense are we in?

Are there any recurring patterns/ themes in the book?

How do we know this book has been written by the same author as that one?

What sort of book would you expect this author to write? Why?

2g: Identify/explain how meaning is enhanced through choice of words and phrases.

What does the use of … tell you about …?

What other words have been used to suggest …?

Why did the writer decide to use that word/ phrase?

Why do you think the author chose that setting?

Has the author chosen any words for impact and effect?

What difference would it have made if the author had chosen to use (insert word) instead of ….?

2h: Make comparisons within the text.

20

How has the character’s behaviour changed?

How did you feel about … then … and now?

Which chapter was the best in your opinion? Why?

How were the different characters presented throughout the story?

Are there any patterns or common themes running through the text?

How does the author link all aspects of the story together?

Appendix C:

Appendix D: Planning Template

Group Monday

Tuesday

Wednesday

Thursday

Blue

Orientation Vocabulary (TA) Guided Session (Teacher) Independent Session

(Application)

Green

Independent Session (Application)

Orientation Vocabulary (TA) Guided Session (Teacher)

Orange

Guided Session (Teacher) Independent Session

(Application) Orientation Vocabulary (TA)

Red

Vocabulary (TA) Guided Session (Teacher) Independent Session

(Application) Orientation