“It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject...” (DfE 2013)
To become fluent and confident readers.
At Bolsover Church of England Junior School, our reading curriculum is designed to ensure that all of our pupils are able to read fluently, and with confidence, to access all subjects of the national curriculum. We want our
Reading is prioritised in school to allow our pupils to access the full curriculum we have on offer. We ensure that our children experience a wide range of texts that promote fluency, understanding and develop regular reading habits.
In school, texts are chosen to reflect a range of genres, authors and experiences and we place an emphasis on regular reading and reading for pleasure, both in school, and at home. Through a progressive use of language-rich texts, children’s ability to work with more complex language and vocabulary is developed as they progress throughout our school.
ngaging texts are key to the planning and delivery of reading and writing at Bolsover and they are used to drive the sequence and delivery of the curriculum.
We are determined that every pupil will learn to read, regardless of their background, needs or abilities. Our rigorous and sequential approach to the reading curriculum develops pupils' fluency, confidence and enjoyment in reading.
At all stages, reading attainment is assessed, and gaps are addressed quickly and effectively for all pupils. For those pupils who still require input to develop their early reading skills, there is a sharp focus on ensuring that they rapidly gain phonic knowledge and language comprehension necessary to read through use of Read Write Inc and additional phonic lessons. For those who need to embed their phonetic skills, reading books connect closely to the phonics knowledge pupils are being taught.
To foster and promote a love of reading at Bolsover, we:
- have a library that is at the heart of our school. This is an inviting space that has new books updated frequently. Pupils can visit the library at break or lunchtime, and during curriculum time, during their weekly timetabled session.
- create inviting reading areas in class which are well-organised and contain a range of quality texts and vocabulary.
- link our key texts to our half-termly topics to engage pupils in the topics they enjoy learning about.
- have daily R.A.T (Reading Aloud Time) where pupils get to hear quality texts (that includes stories, poems, rhymes and non-fiction texts) read aloud. We also use online videos of other authors and guest-speakers reading out aloud.
- have daily B.E.A.R (Be Excited About Reading) Time in which pupils read in small groups with an adult that involves reading progressively challenging texts or extracts (such as reports, comics or newspaper reports).
- have Accelerated Reader that allows pupils to completed quizzes after reading a book and earn points.
- encourage author and guest-speakers to visit school. In recent times, we have had Peter J Murray and Vashti Hardy come and vist and talk about their books.
- host Family Reading Events where parents are invited to read with their child/ren and develop their our knowledge and skills of reading with their children.
- display a “recommended reads” section in the library that has texts recommend by a range of staff in school.
- work closely with the local library (Bolsover Library), visiting often and enganging in their summer reading programme.
- have a reading area on the playground where pupils can read for pleasure during their free time.
- engage with national and international events such as World Book Day and National Storytelling Week.
- hold annual Scholastic Book Fairs that are incredibly popular with our pupils.
- run competitions throughout the school year involving reading and our Bolsover Reading Crew.
- engage in Chesterfield Football Club's Reading Stars initiatives where some members of the Spirite Trust carry out 1:1 reading with pupils and run a group with selected children where they read football related texts and complete comprehension activities.
Click on the above, underlined links to find out more about them. Keep reading below to find out more about Shared Reading, B.E.A.R and R.A.T Time.
Every topic in school is driven by a quality key text that leads our English (both reading and writing) lessons. These texts are chosen to reflect a range of genres, text type, periods of time and provide a level of challenge for our pupils.
During the week, teachers plan shared reading lessons that is a whole-class teaching session of reading skills (including a focus on a particular reading domain) using a section of the class text.
Most pupils in the class will read from the same text that will include new vocabulary, themes and experiences. For some pupils, they may need additional support, prior to the lesson in the form of intervention, to practice reading key words and understanding some of the vocabulary they will be introduced to. Other pupils may require a text that is differentiated to match their ability.
Following on from the shared reading session that week, the teacher will then plan writing opportunities that build on something that has happened in the text. For example, this could be engaging with the character, through a diary entry or recount, or involve writing their own stories based on the text genre.
Currently, the key, quality texts that we are using in school to drive our topics and English lessons are as follows:
Below this, you will see a selection of key texts that may help your child deal with a range of areas following the Corona virus pandemic.
Be Excited About Reading (BEAR) time takes place daily from 9:00-9:25. This is when “traditional” guided reading takes place.
During this time, the children are grouped by reading ability and they read a text and answer questions focused on what they need following assessment of the children - focussing on the key reading domains they require from assessment.
Over the course of the week, all children will have had the chance to read and answer questions with the class teacher.
As one group are reading with the class teacher, the other children will be completing activities linked to reading which might include:
- Pre-reading time – reading the chapter/pages that they will then answer questions on with the adult that week. As the children have read it before they read with the adult, they then can just skim through and answer questions – providing more questioning time during the half hour. Once they have pre-read, they could then have some questions to complete.
- Post-reading task – some questions or a task linked to the chapters/pages read.
- Comprehension – a different, unlinked text and questions that focuses on the skills/domains that group needs to work on based on assessment of the group.
- Reading Domain Activities – activities that link to the reading domain the group need more work on based on assessment of the group.
- Free Reading – this could be the children reading their own reading book OR it could be where the children read texts from their reading topic display and find out about their topic.
- GPS – a grammar or spelling activity – usually linked to the text
A range of assessment techniques and tools are used by the teachers to generate information. Assessment is part of a process for making inferences (inferences are a combination of both assessment information and teacher judgement).
Assessment of reading takes place during each reading session. The school uses the reading progression of skills grids that have been developed from the Staffordshire Assessment grids. These are maintained by the class teachers and teaching assistants and provide an ongoing assessment. The assessments formed allow class teachers to provide ongoing next steps for the pupils so they can identify how to become a better reader. The assessment of reading enables a clear progression to be seen from Year 3 to Year 6 and is broken down further for each year group into working towards, at the expected standard and working at a greater depth (at a higher standard).
Pupils are involved in the assessment process in reading. A pupil’s perspective on assessment in reading, includes:
- Taking part in self and peer evaluation.
- Talking (partners) – the pupils do more of the talking in an AfL culture – importance of talk (partners).
- Making decisions and choices about their learning.
- Regular feedback - what’s good and how to improve.
- Feeling confident to question, challenge and seek help.
- Encouraged to think about and articulate opinions.
Oxford Owl - Some free, online books can be accessed on the Oxford Owl website. Use the username: bcoey6 and password: bolsover1
Love Reading Website - Direct your child to Love Reading. Ask them to explore the Book of the Month and previous books of the month. How many have they read?