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Reading Curriculum Overview

 

Four basic elements run through our whole curriculum. Through our curriculum we foster wisdom, hope, cooperation and dignity to enable every child to flourish in the fullness of life.

 

At Holmer C of E Academy, we believe that reading is at the centre of learning. We strive for children to learn to love books through daily storytelling sessions, drawing upon books from different genres, cultures and religions. Teachers nurture a love of reading by introducing books with enthusiasm and enjoyment, promoting a sense of wonder and expectation as the book is explored which inspires the children and evokes excitement, allowing children to become immersed in a huge range of literature.

 

Teachers use quality texts in all aspects of their teaching across the curriculum and provide opportunities that extend and enrich the children’s learning.

We believe that reading can open doors for our pupils and can help them to gain experiences, improve language and vocabulary skills and stimulate their imaginations. We aim to create confident readers who have good independent learning skills and develop a range of interests through reading. The active encouragement of reading for pleasure is a core part of every child’s educational entitlement at Holmer C of E Academy, whatever their background or attainment. Extensive reading and exposure to a wide range of texts makes a huge contribution to students’ educational achievement and develops a life-long love for reading. We believe that every child should be given the tools in both word reading and comprehension to develop into an enthusiastic and confident reader provides children with the exposure to different types of texts.

Therefore, we aim for all of our reading lessons to:

  • expose children to a range of different texts, covering fiction and non-fiction genres;
  • allow every child the opportunity to read texts aloud becoming fluent readers who practise intonation, pitch and tone;
  • teach children the skills to become confident  readers who understand the text through inference and deduction;
  • motivate and inspire children to choose books written by different authors;
  • enjoy reading for pleasure;
  • be read to by the class teacher who models how to use the reading voice effectively;
  • make links between reading as a reader and reading as a writer;
  • incorporate links with SMSC and cultural capital by choosing a variety of books that have clear links to history, heritage and culture;
  • nurture a passion for reading by motivating and encouragement.

All whole class reading sessions are differentiated. This means teachers plan activities that enable the objective to be learned by all children including those who will find the objective challenging, those children who with hard work will secure good progress and those children who can tackle extra stretch and challenge in this subject. The following is a guide to help you understand your child’s progression through school. 

 

 

 

 

 

Phonics is taught using the Read, Write, Inc published scheme. There is a comprehensive plan to enable children to make rapid progress in learning to read. 

 

As well as teaching phonics, children are taught the common exception high frequency words and exposed to a wide range of literature to help foster a love a reading from the very start of their learning journey. 

Reading Curriculum Statement

Reading Curriculum Information for Parents

Ready Steady Read Winners KS1

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