At Dane Royd Junior and Infant School, we are passionate about providing our children with a rich reading diet. We intend to encourage all children to explore a wide range of texts across fiction and non-fiction, to further develop their knowledge of themselves and the world within which they live. We also aim for them to read a variety of genres and different authors to grow their reading repertoire.
We have chosen to use novels linked to our history and geography topics as a driver in our English lessons, in order to immerse the children in the marvels of quality texts. We strive to instil a passion for reading, discovery, exploration and reflection through our English curriculum. We hope that by having a book at the heart of our English lessons, we can evoke emotion and generate thought provoking, powerful discussions and that this in turn will enhance the children’s writing.
We understand the importance of reading for learning and progress across the curriculum; therefore, we intend for our children to become confident, fluent readers, with good comprehension by the end of their primary school careers. Furthermore, we want all children at our school to leave with a thirst for books so that they go on to become lifelong readers.
With these aims in mind, a discrete reading lesson has been incorporated into the timetable each week in addition to embedding reading skills into our daily English lesson. During our whole class reading lessons, the children are taught explicit reading comprehension skills in a fun, engaging way using a range of stimulus, to ensure progression for all ability groups. Within these lessons, target and challenge groups are identified, and additional guided reading booster and intervention groups are planned accordingly. Throughout the week, in Key Stage Two, the children complete a number of independent ‘application of skills’ reading tasks to ensure that their learning from the whole class reading lesson is embedded.
Reading skills are taught in a logical, progressive sequence within each year group. Teachers use the reading progression map as tool to plan lessons that will excite and inspire children. The reading progression map and long-term plan in Key Stage Two, ensures that skills in reading are rooted and developed during their time at Dane Royd.
We understand the importance of creating a positive reading culture in school, and reading is celebrated in every classroom through displays and imaginative reading corners. At Dane Royd our children are exposed to ambitious vocabulary displayed in classrooms and in the corridors, and in lower school, the use of songs, nursery rhymes and stories add to the language rich environment. We have also adopted the ‘Bedrock vocabulary’ program in Key Stage 2, which assists in teaching children ‘tricky’ words explicitly within the context of aspirational fictional and non-fiction texts. In addition to this, throughout the school year the importance of reading is heightened through the celebration of national days, such as World Book Day, author and poet visits, reading breakfasts and book fairs, which enrich and complement children’s learning.
We strongly believe that reading is the bedrock for learning, and we know that high-quality experiences inspire children to want to read. By linking reading to a range of curriculum areas, children will be fully immersed in their learning and deepen their knowledge and understanding.
Key Stage 1 Reading Long Term Plan
Key Stage 2 Reading Long Term Plan
Children will leave Dane Royd Junior Infant school fluent readers with good levels of comprehension. We promote reading for pleasure, so that our children develop a love of their chosen genres and authors and are able to review books objectively. Our children have a deep love of literature. We are preparing our children to be lifelong readers by ensuring that learning is sustained and that the reading skills that they acquire are transferable and travel with them as they grow and develop beyond their school life.