Reading is an essential life skill and developing reading for meaning is at the heart of our practice. It enables children to understand, analyse and evaluate information to inform their own ideas and opinions. Most importantly, it is the key to enabling children to foster a life-long love of reading.
At Crawford Village Primary School, we foster a love of reading in our pupils through a wide range of different measures:
In early years, pupils are encouraged to interact and discuss picture books with adults and their peers. Adults share a wide range of books with pupils and model good reading practice.
As their knowledge of phonics and letter sounds begins to emerge, children begin to read simple books. They develop meaning by searching for clues from illustrations and developing empathy with characters by referring to their own experiences. Progression in reading is scaffolded through the use of the school's reading scheme which comprises of a number of different products, used in order to ensure that reading skills are developed in a progressive and systematic manner. Children are given regular opportunities to share their reading with an adult in school and regular reading at home is encouraged. We also highly recommend that parents discuss texts with their children in order to help embed the joy of reading and model positive reading practice.
As children progress into key stage one, they begin to access more complex texts. Again, scaffolded through the reading scheme, they interact with a wide range of different text types including narrative, non-fiction, poetry and playscripts. Even at this early age, children can begin to identify differences and similarities between different text types. Children still enjoy listening to stories in class and sharing texts to support learning in other areas and often, a scheme of work will be built around a particular text which enables the development of deeper, more analytical reading skills.
As well as reading to adults in a 1:1 context, children also benefit from sharing and discussing their reading through guided reading sessions. This takes place in groups of three or four pupils where children are presented the opportunity to read and explore texts with an adult.
In key stage two, pupils develop increased reading fluency and begin to explore more substantial texts. Often, pupils will develop a particular liking for the work of a specific author. Whole class texts, read by teachers, provide an entertaining context for pupils to further develop their comprehension skills and recognise similarities between the work of published authors and their own writing. Children in upper key stage two also participate in the ‘Fantastic Book Awards’ run in conjunction with the Lancashire Library Service. This allows children the opportunity to read six specially selected books, discuss them as a group and then vote for their favourite. When children have acquired the necessary skills to read with fluency, independence and for meaning, they progress from the reading scheme and are able to explore texts of their own choosing. All classes are equipped with a wide selection of texts and children are allowed to bring into school books from home.