Purpose of study
English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.
Colley Lane Primary Academy has a whole school approach to the teaching of reading and writing. The Windsor Academy Trust Charter for English underpins our vision for the teaching of and children’s experience of English throughout their time at Primary School.
The 5Rs of Writing
The 5Rs of Writing underpin our approach to the teaching of writing:
Our approach is focused on developing real writing experiences for all of our pupils, with a clear purpose, target audience and intended impact in mind. The 5Rs encapsulates the authentic process of ‘being a writer’ and enables pupils to read and study high quality texts which leads to high quality and purposeful writing.
The Colley Lane Vision Statement for Reading:
At Colley Lane we:
Learn to read and read to learn.
Learn how to use a variety of reading skills.
Want children to become fluent readers with a love for books.
Read to Succeed!
Please see the parent letter below for more information about: home reading, our Read to Succeed termly challenge and details about our commitment to improving reading at Colley Lane this year.
At Colley Lane, we want to teach children not only how to read but for children to develop a love of reading which will stay with them far beyond their school years. Reading is taught through a number of approaches: whole class, guided, 1:1, shared, paired, comprehension and domain activities. Whichever approach is used, all reading lessons are centred upon the reading domains:
KS1 Content Domain Reference
- 1a - draw on knowledge of vocabulary to understand texts
- 1b - identify / explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information
- 1c - identify and explain the sequence of events in texts
- 1d - make inferences from the text
- 1e - predict what might happen on the basis of what has been read so far
KS2 Content Domain Reference
- 2a - give / explain the meaning of words in context
- 2b - retrieve and record information / identify key details from fiction and non-fiction
- 2c - summarise main ideas from more than one paragraph
- 2d - make inferences from the text / explain and justify inferences with evidence from the text
- 2e - predict what might happen from details stated and implied
- 2f - indentify / explain how information / narrative content is related and contributes to meaning as a whole
- 2g - identify / explain how meaning is enhanced through choice of words and phrases
- 2h - make comparisons within the text
Reading schemes used in EYFS & KS1
In EYFS and KS1 we focus on developing the fluency of readers while appropriately progressing their reading comprehension skills. In this way, we are using the nationally recognised Letters & Sounds scheme Collins Big Cat.
Our reading scheme books move throughout our whole school, with targeted, level-appropriate books given to all learners throughout their entire primary education. We also have a well-resourced library with a range of poetry, fiction and non-fiction books for children to access to encourage them to read for pleasure.
In order to support the teaching of the reading domains, in key stage 1 and key stage 2 we have introduced the Colley Lane reading dogs:
Key Stage 1: Victor Vocabulary, Rex Retriever, Sequencing Suki, Prediction Pip and Inference Iggy.
Key Stage 2: Victor Vocabulary, Rex Retriever, Summarising Sheba, Prediction Pip and Inference Iggy, Cassie the Commentator (2f and 2h) and Arlo the Author.
The reading dogs set activities and questions for the children which focus on the skills required for each domain.
Comprehension is taught through modelling and through revision of strategies. This enables teachers to develop children’s independence in approaching reading with a bank of useful ‘tools’ to help them understand texts and stories. The domains are taught through short activities and games which help to develop children’s understanding of the range of skills required to be a good reader. This enables our pupils to become better readers who know how to make meaning from their reading materials, which can then be transferred into their writing.
Reading for Pleasure
Alongside teaching comprehension skills, we also give children many opportunities to read for pleasure. At Colley Lane, we use the following approaches:
- Small group reading
- 1:1 reading conferences
- Paired reading
- ERIC (Everybody Reads In Class)
- Regular whole class read with book talk
- Pairing with another year group to read
- Library time
- Free reading
- Read to Succeed’ mission
- Home reading
Reading for Pleasure Documents
Colley Lane Primary Academy has a whole school approach to handwriting too. We follow the kinetic letters teaching programme. This programme not only works on developing children’s handwriting but also builds children’s core strength through activities and writing positions. The aim of the scheme is to develop handwriting skills that are automatic, allowing children to focus on being creative, fluent writers.
Our pupils are taught spelling rules, structures and patterns in line with the national curriculum. They are taught these sequentially and in small steps.
As part of the national curriculum, children must learn specific common exception words and apply them correctly in their writing.
Please see below for statutory spelling lists, as published by the National Curriculum. These words will be taught throughout Key Stage 1, Lower Key Stage 2 and Upper Key Stage 2.