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Hazel Leys Academy

Reading

Home Reading

At Hazel Leys Academy, we expect our children to read at home at least 3 times a week. Children who read 5 times a week will receive 5 house points for their team. Reading at home is a vital part of education as it builds a wealth of vocabulary as well as supporting retrieval and inference questioning.

Tips to support your children with reading at home:

· Set reading time aside and ensure you have no distractions when reading.

· Ask your child to choose a book as it will support children’s recommendations and the idea of book talk.

· Discuss the illustrations, as this will support inference questioning.

· Encourage your child to talk about the book.

· Make it fun! Read in a funny voice, have a prop or show different actions.

Reading Rucksack

The ‘Reading Rucksack’ allows a child to take home a reading book, a sachet of hot chocolate and a packet of biscuits on a Friday. The bedtime story can be shared with siblings, parents, grandparents, aunties, uncles, etc. The children are expected to fill out a book review inside the notebook and discuss the book they read when they return it on Monday morning. Children are expected to discuss feelings, actions, synonyms and antonyms and make predictions.

Bookmarks

Special bookmarks will be awarded to the children who read 100 times at home in the school year.

Literacy Rich School

Hazel Leys Academy conducted a questionnaire specifically for children to encourage them to discuss their feelings on their reading learning environment. From that, 100% of pupils surveyed agreed that we are a literacy rich school. We aim to develop this further by developing vocabulary, especially subject specific vocabulary. Children will build their vocabulary bank from reading daily and understanding the vocabulary they have read. To do this, we discuss antonyms and synonyms with children and identify different similar vocabulary choices in texts. Children are then able to make links with chosen vocabulary to discuss how a character may be feeling, or describe why they are doing something.

Big Cat Collins Books

Collins Big Cat is a whole-school reading programme that provides complete support for primary reading. Children will become fluent readers through hundreds of high-quality fiction and non-fiction banded books by award winning authors and illustrators. In-depth teaching resources support you in developing and assessing key reading skills at all stages from early reading through to phonics, to guided, whole-class and independent reading for more confident readers

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 Intent:

At Hazel Leys Academy, we value reading as an important life skill, and we are dedicated to enable our pupils to become lifelong readers. It is our intent that we provide pupils with a high-quality education and have a holistic approach to the teaching of reading.

Our intentions are:

¨ To design a curriculum that develops speech, language and vocabulary and results in the acquisition of knowledge and skills   that children are able transfer in other subjects as well developing   on these skills in the next academic year to help them reach and   exceed their potential.

¨ To build a curriculum that develops a love of reading and reading for pleasure.

¨ To plan a curriculum that has reading at its core across all curriculum areas, through choosing high quality texts which   we intend to develop a love of reading and allow children to   recognise the pleasure they can get from reading, as well as the  understanding that reading allows them to discover new   knowledge, building on prior knowledge and fuelling their imagination for ideas to use in their own work.

¨ To provide opportunities across all curriculum areas for the development and application of speaking, listening, reading   and writing skills. The wider curriculum provides regular opportunities for pupils to use and apply the writing and spoken language skills they have acquired.

¨ To use a range of sources to support the learning of reading to ensure that children are progressing and successful when learning how to read, including children who are in specific year groups but are working at a lower reading level.

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 Implementation:

 All staff plan engaging reading lessons following the EYFS, KS1 and KS2 National Curriculum and high quality texts are selected to help form the unit of work. In EYFS and KS1, all children read at least once a week and in KS2, all children read at least once every two weeks with target children reading more than once a week/two weeks. All children are read to by an adult so that they develop a love for reading. Books are selected by teachers to ensure that there is a link with other areas of the curriculum as this will support the language and vocabulary for the specific topic, as well as   allowing the children to access quality texts to support writing genres. We have introduced the Big Cat Collins Reading Scheme to support early synthetic phonics. Collins Big Cat is a whole-school reading programme that provides complete support for primary reading. Children will become fluent readers through hundreds of high-quality fiction and non-fiction banded books by award winning authors and illustrators. In-depth teaching resources support staff in developing and assessing key reading skills at all stages from early reading through to phonics, to guided, whole-class and independent   reading for more confident readers. All books are book banded to ensure progression and   challenge for all children. We also have dual banded books to support children who are   reading at a lower reading level. Teachers use PIXL to inform planning and address misconceptions in the lessons. PIXL is also used to support interventions as it has a range of practical resources to support. Children in KS1 are split into six groups (3 groups in Year 1 and 3 groups in Year 2 during COVID-19) for Phonics to enable them to access targeted phases that will support their ability to segment, blend, and enhance their learning. The groups are monitored closely, with children completing a Phonics Screening Check every half term. SEN children in years 1-6 complete the Salford Reading Test twice a year to assess reading age and children in years 3-6 complete a Reading Speed check three times during   the year to ensure that progression is evident in reading fluency and pace. All children are expected to read at home at least three times a week and take home ‘home reading books’. Parents are aware of the expectations and they are invited to attend parents evenings and reading afternoons, which supports parents in how to lead discussions and ask targeted questions when reading with their child at home. All children in EYFS and Year One, and some children in Year Two, read books that are targeted towards their phonic phase, to help support their decoding, segmenting and   blending at home. Guided Reading is taught daily in years 3-6 and they are planned by all teachers to teach a range of skills and techniques which enable children to comprehend the meaning of what they read and develop their understanding of different reading domains. To support the teaching of the Guided Reading, we have introduced the Literacy Shed to enhance learning with the use of the reading VIPERS.

VIPERS reading strategy _ cartoon snake posters and images for display |  Teaching Resources

Vocabulary

Inference

Prediction

Explanation

Retrieval

Sequence or Summarise

‘Book Talk’ sessions are evidenced in class reading folders with the expectation of two ‘Book Talk’ session weekly. This can include drama. Once a week, all classes have a timetabled comprehension lesson to ensure that all children are accessing different types of reading domains and questions to further support their reading. All classrooms have reading corners with age-related and subject specific books to promote reading for pleasure. These areas will also include reading recommendations from adults to the children. Around the school, you will find reading areas for the children to access, as well as outside reading areas. Subject   specific books will be found in the reading areas to support vocabulary and   knowledge based learning. A timetable is in place for all classes to visit the school library one a week. Whilst in the library, they are able to read for pleasure, ask and answer questions and listen to an adult read. The Academy Reading Ambassadors promote a reading culture throughout the school; they help in the library, choose and sort books, share ideas and share their favourite stories. Every Friday, a child from each class takes home the ‘Reading Rucksack’, which includes a bedtime story, a sachet of hot chocolate, a packet of biscuits and a note  book that includes a book review. This helps to promote reading for pleasure and a love for reading. Reading lead and SLT vigorously monitor reading through planning and book scrutiny, learning walks, pupil discussions and academy moderations.

 

 Impact: 

The impact of the implementation will show children make good progress in Reading, allowing children to access age-related texts and develop their English knowledge and skills in all curriculum areas.

Children will progress, recall learning and develop transferrable skills. Attainment in reading is measured using the statutory assessments at the end of EYFS, KS1 and KS2, as well as this termly data is submitted as a way of monitoring children’s progress and development and identifying children who need to be supported through the use of intervention and the PiXL Therapies.

At Hazel Leys Academy, we give all children the opportunity to enter the magical world of books as we promote reading for pleasure as part of our reading curriculum. Children are encouraged to develop their own love of genres and authors and to review the books they have read. This enhances a love of literature across a range of genres and styles. This will, in turn, support children to produce written work, in all areas of the curriculum.

A vital aspect of the curriculum is that children are prepared for the future with the support of reading by developing their knowledge in all areas of the curriculum and enhancing their spoken and written vocabulary to support their progression into further education and life beyond.