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Reading For Understanding Provision Map
This document is subject to change as we continue to work as a school on curriculum development.
Recent research shows us that:
Bold Beginnings 2017 :Key findings in the most successful schools: providing regular story times where children could be taught to understand what they had heard making language a priority, embedding spoken language, vocabulary development and listening comprehension into all aspects of their work EEF Improving Literacy at Key Stage 1: Teach pupils to use strategies for developing and monitoring their reading comprehension. Reading comprehension can be improved by teaching pupils specific strategies that they can apply to both check how well they comprehend what they read, and overcome barriers to comprehension. These include: inference, questioning, clarifying, summarising, and predicting. Teachers could introduce these strategies using modelling and structured support, which should be strategically reduced as a child progresses until the child is capable of completing the activity independently.
Developing understanding at Hindhayes: At Hindhayes the development of reading is carefully planned to allow children to develop comprehension skills alongside the GPC knowledge that is so crucial to early reading. Children with vocabulary gaps on entry to school are identified through a BVPS screen in their first few weeks at school. Children are then included in a Talk Boost Intervention group. These groups run over the Foundation Stage year and into year 1 if the needs of children show it is required. Guided reading material has been carefully organised to enable teachers to select books that are chosen specifically to develop comprehension areas (inference, find it, sequencing and understanding). Shared reading material such as Talk4writing texts are chosen and written to develop identified gaps in children’s understanding / vocabulary and wider experiences of different genres of texts and their features. Teachers closely monitor children’s progress on a Phonic knowledge / comprehension matrix to ensure that children are accessing home reading and guided reading materials needs to promote best progress. Comprehension and reading development is closely monitored through year 1 and 2 by the use of an assessment in the Autumn / Spring and Summer terms. This formative assessment allows children to be identified and then targeted for further support.
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