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Reading

Reading underpins the whole curriculum and is embedded throughout both English lessons and through cross-curricular teaching. We want every child to gain the reading skills they need to be able to read independently and for enjoyment.

Pupils start their reading journey as soon as they start school through daily class reading sessions, where staff and children share and enjoy a wide range of high quality texts as a class. We have devised our own ‘Reading River’, outlining 5 books that children will read when they are 5 (EYFS), 6 they will read when they are 6 (Year 1), 7 when they are 7 (Year 2), all the way up to 11 books when they are 11 in Year 6. Please click on the ‘Reading River’ image to see a larger copy or click HERE to see a list of the books. The ‘Reading River’ guides parents/carers to read specific books that will support their child throughout their time at Gossops Green Primary as not only are they age-appropriate, the is often an overlap of authors as well as links to current and future curriculum topics. There are also copies of these texts available in school reading areas

Our pupils develop a love of reading through sharing books at home and school with both adults and peers. ‘Free Choice Friday’ is a dedicated time for children to share and enjoy a range of texts in the classroom and develop a love of reading. Please see our launch PowerPoint HERE for more details.

Pupils are taught to read independently in daily phonics sessions (Read, Write, Inc), which starts in EYFS and develops until children are confidently able to decode words and read with appropriate fluency. In EYFS and Key Stage 1, children take home Read Write Inc Book Bag Books, which are fully decodable for them at every stage of the programme. Children are given a book to take home and read, which is the same book as their peers in their phonics group and is directly linked to the storybook they have read during that week’s Phonics sessions. Children also take home the Speedy Green Words from the next book so they are able to practise these before starting their new book on a Monday and continue to practise reading these words at speed throughout the week at home.  There is also access to Ruth Miskin Virtual Classroom videos linked to sounds that children have learnt in school.

Once children learn most of the sounds and are reading with a good level of fluency, they can move on from Book Bag Books. In Year 2, children are able to access appropriate levels of Collins Big Cats Books and all of EYFS/KS1 are able to supplement their at-home reading with ‘free choice’ books which the idea of reading for pleasure. These are books that children can read at home with an adult or have read to them to further develop a love of reading. In KS2, children have the option of choosing age-appropriate books to read. The school has a range of texts from Collins Big Cats (Bands 7-18), well-known authors, classic tales, non-fiction texts, playscripts and poetry books. We believe that limiting pupils to choosing unfamiliar books from a narrow level or colour band might not inspire them to read widely and often, and therefore this does not develop sufficiently their ability to read fluently and confidently.

In Year 2 and Key Stage 2, children benefit from regular fluency lessons, that develop both their cultural capital and ensure they read with prosody, while comprehension skills are developed through Guided Reading sessions including using ERICs and VIPERS, where pupils’ unpick high-quality texts through deep discussion with the teacher.  High quality texts drive the English and topic lessons and children are immersed in texts to support all areas of curriculum. 

The termly Reading Newsletter is a celebration of reading and provides families with book suggestions and often free read aloud videos, as well as tips for parents to support reading at home. Past Reading Newsletters can be found below. The most important factor, however, in children’s progress in reading is the support of parents and carers so please enjoy sharing books (in English and / or your home language) and hear your child read as much as possible at home. Together we can make a difference.


Spoken Language

Spoken language is developed across the whole curriculum. Spoken language underpins the development of reading and writing. Opportunities for oracy are planned to develop spoken language and listening skills such asking and answering questions, using the conventions for discussion and debate as well as improvising and devising drama. Each classroom has Talk for Learning prompts displayed and children are encouraged to use these when asking and answering questions or within class discussions. Below are some examples. High-quality vocabulary is the golden thread that runs through our curriculum, ensuring Tier 2 (higher level descriptive) and Tier 3 (subject specific) words are taught, understood, and used accurately by children to enhance their oracy.


Writing



Teaching of writing develops pupils’ competence in spelling, handwriting and composition, including how to plan, revise and evaluate their writing. Pupils are taught how to effectively compose their writing, which involves forming, articulating and communicating ideas, and then organising them coherently for a reader. Pupils are taught to write with purpose and context, showing an awareness of the audience, and are taught how to use a range of vocabulary and grammar skills. High-quality vocabulary (Tier 2 and Tier 3 words) are evident in children’s written work, too. Handwriting formation is taught in EYFS linked to their phonics and developed into cursive handwriting from Year 2 onwards.


Spelling, Grammar and Punctuation

At Gossops Green, we value the importance of developing pupils’ vocabulary.  Spelling is taught explicitly using the Ruth Miskin Spelling programme, which progresses from Read Write Inc. Phonics, once pupils have secured phonic knowledge.  We have a whole school focus on deliberate immersion in ambitious vocabulary and this is taught explicitly and when it arises naturally in conversation.  Pupils are taught how to work out and clarify the meanings of unknown words through the root word and the context.  Standard English is modelled and expected from pupils in their speaking and writing.  Grammar and punctuation is taught explicitly and through writing lessons, which helps pupils develop and improve their own writing skills.


English Curriculum Intent

In terms of DELIVERING EQUITY, we envisage by the end of Year 6 that our pupils will be confident and fluent readers and writers, equipped with the critical and compositional skills to create, interpret, infer and interrogate texts for meaning.  We want our pupils to appreciate and enjoy the power and beauty of language, both spoken and written but also to recognise that language can be used to mis-inform, promote bias and manipulate the audience.  Our pupils’ awareness that all texts have a powerful purpose, will support their transition to higher level study of language and to have greater skill in navigating texts in the wider world.

English is at the heart of everything we do at Gossops Green Primary. Our carefully sequenced, broad, and balanced curriculum, underpinned by inclusive practice, aims to provide our pupils with the opportunity to build on their experiences to achieve their goals. We whole-heartedly promote high standards of literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. 

Through using high-quality texts, immersing children in vocabulary-rich learning environments and ensuring new curriculum expectations and the progression of skills are met, our children will be exposed to Tier 2 and Tier 3 vocabulary, creative and a continuous English curriculum which will not only enable them to become literate but will also develop a love of reading, creative writing and purposeful speaking and listening. Children will develop into confident and articulate communicators of the spoken words. They will be able to express their opinions with clarity, consideration of the listener and a discerning use of a broad range of vocabulary. They will be able to demonstrate excellent listening skills and ask insightful questions.  

 
Progressive layering of knowledge, embedded in long-term memory: 

  • Recognise and use grammatical features (e.g. word classes, punctuation)
  • A progressive journey from individual word recognition to reading unfamiliar, complex mono-syllabic words 
  • Progressively build on developing a wide and rich vocabulary 
  • Applying knowledge of different genres to write effectively and coherently for different purposes 
  • Present understanding and knowledge in different ways (e.g. oral/digital presentation) 
  • Knowledge of the writing process (planning, drafting, sharing, evaluating, revising, editing, and publishing) and recognising the importance of audience 
  • Immersion in diverse texts, Cultural Capital, and memorable experiences ensure children have a deeper conceptual understanding that leads to high-quality writing outcomes 
  • Read with fluency, expression, and prosody (rhythm, stress, and intonation of speech) 
  • Select, and use with purpose, grammatical features across a range of genres 
  • Select vocabulary for purpose, considering the audience and intent 
  • Children will be able to write with a legible, confident script and with correct orientation and size of letters in relationship to one another  


English Curriculum Implementation

To achieve our intent, our curriculum will provide the following:   

  •   Adapted learning and teaching to support those with additional needs, including English as an Additional Language, through the pre-teaching of vocabulary, the use of worked examples as models and a focus on creating cross-curricular links 
  • Adapted learning and teaching to challenge all pupils to write effectively for a range of purposes and audiences, selecting the appropriate form and drawing independently on what they have read as models for their own writing (e.g. literary language, characterisation, structure) 
  • Develop an ethos where a ‘love of reading’ helps to foster empathetic learners 

 Our English Curriculum Map includes:   

  • A progressive, sequential journey of knowledge, skills and concepts from EYFS to Year 6, encompassing the depth and breadth of the English curriculum 
  • Adjusting, adapting and assessing in the classroom, which is crucial for the progress of all pupils 
  • Intentional opportunities to address potential cultural capital disadvantage through the use of ERICs, VIPERS and using high-quality texts which helps develop learners understanding 
  • A focus on subject specific vocabulary to equip children with the language to express their authorial voice with precision and confidence 
  • An appreciation of our rich and varied literary heritage whereby learners explore new ways of writing for a wider audience 
  • Explicit links with high quality texts which provide contextual links  
  • Key outcomes form the foundation of prior and subsequent learning  
  • Higher order, subject-specific questions to assess knowledge and understanding
  • Enhanced learning through memorable experiences and visiting experts  
  • Learning opportunities that:

                            Encourage pupils to develop awareness of the power of the written word to express ideas, emotions, concepts and knowledge 
                           Optimise pupils’ reading capabilities so that the breadth and scope of literature in all its forms can be chosen, understood and enjoyed 


English Curriculum Impact

      • Pupils enjoy reading and writing across a range of genres.
      • Pupils enjoy reading regularly, for information and for enjoyment, and discuss books with excitement and interest. 
      • Pupils enjoy writing and use the features of different genres and styles and for different purposes and audiences. 
      • Pupils understand a wide range of vocabulary that they use within their writing. 
      • Pupils have a good knowledge of how to adapt their writing based on the context and audience. 
      • Pupils leave primary school being able to effectively apply spelling rules and patterns they have been taught. 
      • Parents and carers will have a good understanding of how they can support pupils’ reading development at home. 
      • Parents and carers will have a good understanding of how they can support spelling, grammar and composition at home. 
      • Pupils recognise that language and the written word are powerful tools which used with intelligence, consideration and insight, can change the world.
      • Pupils leave our school equipped with the skills, knowledge and language to transition successfully to their next phase of education.