Reading at CHS

As part of our Whole Class Reading lessons, we are committed to creating an engaging and enriching reading environment through carefully structured sessions. Each session is book-led, ensuring that texts are woven seamlessly into the broader curriculum, allowing for explicit reference to other subject areas.

We prioritise the use of high-quality texts, with a focus on fiction that is reinforced by relevant non-fiction materials. This dual approach not only fosters knowledge development but also enhances students’ abilities to make inferences. Daily 60-second reads are incorporated into our routine to model and support fluency development; we select a diverse array of age-appropriate texts, including poetry, speeches, and non-fiction, ensuring that these texts are suitably challenging, as they are heavily modelled.

The FASE approach is employed to provide targeted feedback on fluency progression, allowing both teachers and peers to contribute to an accurate assessment of each student's development. Integral to our reading pedagogy are methods such as modelled reading, echo reading, and presentation reading, which are embedded within our teaching practices.

Comprehension skills are scaffolded using the APE strategy, which guides students to formulate answers grounded in evidence and contextual explanations. Furthermore, we place a significant emphasis on vocabulary acquisition during our whole class sessions. This includes the use of vocabulary boards, dictionaries, and online resources such as Collins Dictionary. We explore the nuances of language through shades of meaning scales and Beck's tiers of vocabulary, delving into etymology and morphology to deepen understanding.

Connections to Talk for Writing (T4W) units are made to facilitate the development of reading skills as students engage with texts. Every session provides opportunities for oral discourse through paired talk, and small group discussions, that encourage book recommendations and ‘Book Talk’. We utilise talk scaffolds and exemplary models from staff to enrich these interactions.
Broadening reading preferences is also a key objective in our curriculum. We encourage exposure to classic literature, promote reading for pleasure, and incorporate audio recordings as a means of diversifying literary experiences. Additionally, displays showcasing individual reading preferences in classrooms reinforce this commitment to a rich reading culture.

Additionally, as part of Whole Class Reading, we allocate dedicated time for independent reading, enabling children to annotate texts and reflect on their understanding. This process encourages students to pose their own skill-specific questions and articulate their preferences using key vocabulary. Through this multifaceted approach, we aspire to cultivate a lifelong love of reading among our students and empower them with the literacy skills required for future success.
 

At Coleshill Heath School, we place significant emphasis on the importance of literacy and the love for reading. To foster these values, we have implemented a daily read aloud session, which is an integral part of our curriculum. Each day, class teachers conduct a 20-minute reading session, meticulously timetabled to ensure all pupils benefit from this valuable initiative. This practice is particularly crucial as many of our students may not have the opportunity to experience reading with an adult at home.

During the read aloud sessions, teachers model the expected reading fluency and expression (FASE), providing students with a clear example of effective reading strategies. It is essential that the texts used during these sessions are selected from our designated Reading Spine List. These texts have been specifically curated to align with the English units and foundation curriculum projects, ensuring coherence and quality throughout our literacy instruction. Teachers are instructed not to use materials from their own collections in order to maintain consistency across year groups.

Furthermore, the diversity of literature included in the Reading Spine is a critical consideration. We strive to offer a rich tapestry of narratives that reflect a variety of cultures, experiences, and perspectives, fostering a sense of inclusivity and belonging among all pupils. During the read aloud, students are expected to engage actively by listening attentively. Through this structured approach, we aim to cultivate a deep appreciation for literature and enhance our pupils' reading skills.

Reading Documents

At CHS, we are committed to providing a comprehensive and effective Reading curriculum that engages students and fosters a passion for literature. Implementing the four-part model, our Reading lessons are systematically structured to enhance students' understanding and love for reading.

Phase 1: Pre-load Day or Retrieval Day

During this initial phase, our focus is on preparing students with the requisite knowledge and vocabulary to tackle the text at hand. We take the time to pre-teach essential vocabulary, ensuring students are equipped with the necessary words that will be explored throughout the unit. Additionally, we conduct a retrieval of previous knowledge, which allows for a smooth transition if we are continuing with the same text. The concept of 'knowledge nuggets' is pivotal during this phase, whereby we share crucial bits of information that enable all children to access the text effectively.

Phase 2: Just Read -

In this phase, we shift our attention to fluency and oracy. The text is thoroughly prepared in advance, as it is imperative for the teacher to know how to model a high-quality read. This phase involves reading a chapter or a larger text segment suitable for the year group. The teacher may employ two methods during the 'Just Read' section. In Method 1, the teacher reads aloud, demonstrating fluency, accuracy, stress, and expression (FASE), while students track the text. In Method 2, a more interactive approach is taken, where certain children are encouraged to take control of the reading process, thereby ensuring engagement and understanding. Throughout, oracy skills are cultivated through targeted questioning and explicit teaching of skimming and scanning techniques.

Phase 3: Close Read - Analysis/Skills Focus/Think Aloud

Moving into Phase 3, students engage in a close reading of the text, emphasising analytical skills. The teacher introduces an AIR (Accountable Independent Read) question, guiding students to focus on a particular skill using the same text as the previous day. This phase includes text marking, where students learn to annotate the text and reflect upon their observations. Through guided discussion, students articulate their understanding, responding to skill-focused questions.

Phase 4: Question - Independent Response

The final phase centres around written responses to skill-focused tasks. Students are encouraged to clarify misconceptions and receive support and scaffolding tailored to their individual needs. For more able students, opportunities for depth in their answers are provided, with emphasis on vocabulary, retrieval, summarisation, and inferential reasoning. Additionally, we introduce practice with SATs-style questions, enabling students to extend their writing into longer, more developed responses.

CHS's Reading curriculum is not merely about decoding texts; it is a holistic approach to nurturing confident, independent readers equipped with essential skills for their educational journey.