In Early Years and Key stage one, we teach children to read through reading practice sessions four times a week using the Big Cat fully decodable texts.
Each reading practice session has a clear focus, so that the demands of the session do not overload the children’s working memory. The reading practice sessions have been designed to focus on three key reading skills:
In Reception these sessions start in Week 4. Children who are not yet decoding have daily additional blending practice in small groups, so that they quickly learn to blend and can begin to read books.
In Year 2 and in to key stage 2, we continue to teach reading in this way for any children who still need to practise reading with decodable books.
As the children move from the fully decodable texts in Year 2&3 they read in a daily reading group four sessions per week with texts recommended by West Sussex SLS. They are encouraged to borrow an ‘easy reader’ from the school library to read at home.
The decodable reading practice book is taken home to ensure success is shared with the family.
Reading for pleasure books also go home for parents to share and read to children.
Children in Reception and Year 1 who are receiving additional phonics Keep-up sessions read their reading practice book to an adult daily.
Additional age appropriate texts are available for any children from Year 3-6 who require additional phonics/reading support. These have been selected due to their age appropriate content alongside the fully decodable text.
Children in Year 2 to 6 are assessed through their teacher’s ongoing formative assessment as well as through the half-termly Little Wandle Letters and Sounds Revised summative assessments if they are receiving additional phonics/ reading support.
Every teacher in our school has been trained to teach reading, so we have the same expectations of progress. We all use the same language, routines and resources to teach children to read so that we lower children’s cognitive load.
The Reading Leader and SLT regularly monitor and observe teaching; they use the summative data to identify children who need additional support and gaps in learning.
‘Reading for pleasure is the single most important indicator of a child’s success.’ (OECD 2002)
‘The will influences the skill and vice versa.’ (OECD 201