Reading

Lesson Sequence – What does Guided Reading look like at St Richard’s?

EYFS:

Alongside daily phonics sessions to gain reading fluency, pupils are constantly exposed to reading in their continuous provision. A highly stimulating and purposeful reading area is at the heart of both indoor and outdoor provision, and here the pupils have free access to a range of engaging texts. Adults are used in provision to support reading for pleasure, deepen pupils' understanding of texts through elicit questioning. Texts are also used to plan purposeful and exciting learning opportunities.

KS1:

Alongside daily phonics sessions to develop reading fluency, pupils gain a deeper understanding of reading through a minimum of 3 guided reading sessions per week. These guided reading sessions are based upon a class text, which is accessible to all pupils. The sessions follow the National Curriculum and aim to develop the pupils’ understanding of the content domains. The lessons are sequenced using a ‘I do/We do/You do’ approach to create independent learners who can apply their new scaffolded knowledge to cold texts as well as more familiar ones. The use of ‘Can I’s’ allow the teacher to carefully plan for progression not only in one lesson, but across a sequence of lessons.

KS2:

In KS2, pupils gain a deeper understanding of reading through a minimum of 4 guided reading sessions per week. These guided reading sessions are based on a class text which is accessible to all learners. The sessions follow the National Curriculum and aim to develop the children’s understanding of the content domains. The lessons are sequenced using a ‘I do/We do/You do’ approach to create independent learners who can apply their new scaffolded knowledge to cold texts as well as more familiar ones. The use of ‘Can I’s’ allow the teacher to carefully plan for progression not only in one lesson, but across a sequence of lessons. If any pupils are identified as not working within age expected expectations, they are swiftly given additional support through RWI, Freshstart or Reading for Inference interventions

At St Richard’s we have a progressive reading spine which is carefully tailored to expose learners to vocabulary-rich texts from a variety of classic and modern authors. This also allows teachers to revisit and recap on previous texts. knowledge and skills. The purpose of the reading spine is to ensure clear progression between year groups, in order to broaden our pupils' horizons, aspirations and culture capital to ensure that they are Secondary ready.