Intention (Why do we teach what we teach ?)

We have designed our Reading curriculum so that our learners:

• Develop a life-long enjoyment in reading for pleasure
• Are exposed to high quality texts from a range of authors, genres and books on different topics and interests
• Develop the necessary skills and strategies to become fluent and competent and expressional readers, becoming increasingly more confident and independent
• Develop their comprehension skills so that they understand what is read to them
• Read for meaning, enabling them to respond to texts and justify their answers
• Develop their ability to retell a story or events in order, predicting what might happen next and inferring how someone feels or why something might have happened
• Appreciate the work of different authors, poets and illustrators from a range of different cultures
• Are exposed a wider variety of language, including story language, to develop both their oral and written skills and abilities
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Implementation (How do we teach it ?)

Our Reading curriculum is taught:

• So that our youngest children use phonetically decodable books that are matched directly to the child’s phonological awareness
• So that the books the children read are phonetically progressive and are matched to the book banding system
• So that children have the opportunity to take part in one-to-one reading with an adult, guided reading and whole class reading across a variety of different curriculum areas
• So that teachers share their love of reading and model reading skills at every opportunity
• So that children can develop their reading fluency, and this is monitored regularly by the class teacher
• So that reading comprehension is taught through the teacher using scaffolded questions which address vocabulary development and word meaning, alongside the development of deduction and inference skills
• So that activities allow for children to develop skills in:

          -the retelling of a story using story language

          -making predictions based upon what they have read

          -inferring meaning from what they have read

          -being able to explain an author’s language choice and the impact of this on the reader

• So that all children’s progress is monitored and evaluated closely and that additional support and intervention can be put in place for those who are struggling

Impact (What has been the impact and how do we know?)

The impact of the Reading curriculum at Putteridge Primary can be seen through:

• Our children’s enjoyment of reading
• Our children’s fluency when reading, including the use of expression
• Our children’s ability to read for meaning, allowing them to retell events, make justified predictions and provide evidence-based inferences
• Our children’s appreciation of a wide variety of authors and genres, and their ability to express justified preferences
• Our children’s ability to discuss an author’s use of language and the impact this has on the reader
• The wide vocabulary, including story language, used by the children in both their oral responses and written work
• The percentage of children working at Expected level or greater across the school as shown on Target Tracker
• The percentage of children working at Expected level or greater at the end of Year 2 and Year 6, when compared to local and national outcomes