Reading
I enjoy reading. When I read, I feel like I am in a different world. Reading ensures I am confident and ready for secondary school - Year 6 Child
Curriculum Intent
We ensure that every one of our pupils can read, regardless of their background, needs or abilities and we have a relentless drive to succeed in this mission.
We want children to aspire to become authors, publishers, editors, librarians and proof readers as well as becoming avid lovers of reading. Our curriculum ignites a passion for lifelong reading which is promoted through our talk for reading lessons, class reading sessions, effective use of our reading spaces (Book Corners, School Library and Reading Cafe) and through our Reading Road Map and by celebrating events such as World Book Day. Our carefully curated reading curriculum provides children with a wealth of ideas in which they can respond creatively.
We are aiming for every child to be a successful and thoughtful reader. We create opportunities for children ‘learn to read’ so that they can ‘read to learn’. We aim to provide all children with the skills needed to succeed in becoming independent readers. For children to successfully transition to secondary school and to be able to access other subjects, it is essential that all our pupils have the skills to decode and comprehend texts at an appropriate level.
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Pupils in Year 2 through to Year 6 are taught reading skills through Talk for Reading lessons, with objectives drawn from our Reading Progression document, which is based on the National Curriculum. In addition to these structured lessons, children are regularly heard reading on an individual basis, and reading is embedded across the curriculum. We share stories and class texts daily and actively promote a strong reading culture throughout the school.
We ensure that all children have access to a wide range of high-quality texts, including stories, poems, rhymes and non-fiction, written by a diverse range of authors. This is carefully mapped across the school and linked to our Talk for Writing and Project Guerrilla curriculums, ensuring breadth, balance and progression.
Teachers use the Elmhurst Reading Progression document to plan Talk for Reading lessons. This document clearly identifies the objectives to be taught, provides a rationale for each, and offers guidance on effective teaching approaches. It also gives clarity about how each objective should be developed and demonstrated across year groups.
Talk for Reading
Talk for Reading is delivered through three key phases:
Phase 1: Introduction | Achieving Basic Understanding
By the end of this phase, children have developed a secure basic understanding of the text and are able to read it. The text is revisited several times, initial responses are explored, and key vocabulary is identified and discussed. Teachers model fluent reading, supporting children to build confidence and familiarity, while beginning to develop early comprehension.
Phase 2: Investigation | Deepening Comprehension
During this phase, children explore the text in greater depth, considering its meaning, purpose and key themes. They are encouraged to think more critically and may use a range of strategies to clarify understanding. Response activities, such as drama or writing in role, help to build a deeper connection with the text. The phase concludes with summarising and evaluating key ideas, events, viewpoints or themes. By this stage, children read the text confidently, fluently and with secure understanding.
Phase 3: Independent Application | Demonstrating Understanding
In the final phase, children demonstrate their understanding independently. This may include writing about the text, responding in a more formal or discursive style, producing their own writing inspired by the text, or completing comprehension tasks with greater depth and independence.
If you would like further information on our Reading curriculum or how to help your child at home then please get in contact with our English Leader, Miss Melinda Harper on 01296 481380 or via office@esglt.co.uk
Reading at Home
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We strongly encourage all parents and carers to listen to their child read every day. While we promote the use of books sent home through our Big Cat Collins and phonics schemes to support progression and consistency, we also recognise the importance of choice and enjoyment. Children are supported to read a wide range of materials at home, including books, comics and other texts that interest them. Ultimately, our aim is for every child to develop a genuine love of reading, and we value all reading experiences that contribute to this.
Little Wandle and Big Cat Collins Reading Scheme
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Full details of our approach to phonics and early reading can be found on our Phonics and Early Reading page; however, a summary is provided below.
We follow the Little Wandle Letters and Sounds Revised Phonics Programme, a DfE-approved scheme that provides a consistent and systematic approach to learning to read. For further guidance on how to support your child at home, parents and carers can visit the Little Wandle website.
In line with this programme, we use the Big Cat Collins reading scheme. These carefully banded books are matched to children’s reading ability so they can read with a high level of accuracy and fluency, recognising most words without needing to sound them out. This enables children to focus on developing other key reading skills, such as comprehension and expression. Once children have progressed through all the bands, they become free readers.
All children have access to two types of books:
- A Big Cat Collins banded reading book
- A Reading for Pleasure book chosen from the school library
In addition, pupils in Key Stage 2 also select a book from their Reading Road Map to further support their reading development and enjoyment.
Reading Road Map
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Aims of the Reading Road Map
- To promote reading for pleasure and foster a strong reading culture across the school
- To raise literacy levels for all pupils
- To engage reluctant readers and motivate them to read more widely
- To challenge and extend more able readers
- To support teachers and pupils by introducing a wide range of authors and texts
The Reading Road Map includes a broad range of genres: Adventure, Classics, Crime, Fantasy, Graphic Novels, Horror, Humour, Poetry, Sci-Fi and Sport. With the exception of the Classics, all texts are recently published and reflect a diverse range of authors and perspectives.
Pupils can earn Bronze, Silver, Gold and Platinum certificates by reading a set number of books. Those who achieve Platinum are rewarded with the opportunity to choose a book from the Book Vending Machine to keep as their own. At the end of each year, all books are added to the school library and a new selection is introduced for the following year. This ensures our library remains fresh and up to date, while also giving pupils who have not yet reached Platinum the opportunity to continue exploring the texts.
Year Group Reading Roadmaps
Year 2 Reading Road Map | The Adventure Reading Road Map is designed for Key Stage 1 pupils and focuses on developing literacy through reading for pleasure. A key element of this approach is adults reading aloud with children, which is one of the most effective ways to introduce them to the world of books and support early literacy development.
Year 3 and 4 Reading Road Map | The Year 3 and 4 map features 40 titles across 8 genres. It is designed to raise literacy levels through reading for pleasure while encouraging children to explore a wider range of books. This approach supports pupils in moving beyond familiar authors and genres, while also promoting discussion and shared recommendations among peers.
Year 5 and 6 Reading Road Map | The Year 5 and 6 map includes 60 titles and authors, offering pupils a broad and engaging reading experience. With access to a wide variety of genres and texts, children are encouraged to discover new authors, broaden their reading interests and deepen their enjoyment of literature.
Further information can be found here: https://www.ukreadingroadmap.org/
| General Documents |
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| Reading Progression Document |