The reading framework is a document that sets out guidance for schools around the teaching of reading. Full document is at the bottom of this page.
It says that:
Over the last two decades, there has been a deepening recognition of the fundamental importance of improving reading standards on a child’s future academic achievement, wellbeing and success in life. The reading and writing of Standard English, alongside proficient language development, is the key to unlocking the rest of the academic curriculum. Pupils who struggle to read struggle in all subjects and the wonders of a knowledge-rich curriculum passes them by unread. Fluency of reading is also a key indicator for future success in further education, higher education and employment.
At Whitestone we are commited to working with parents/carers and friends to ensure children learn to read.
It goes on to say:
Here’s how many words children would have heard by the time they were 5 years old: Never read to, 4,662 words; 1–2 times per week, 63,570 words; 3–5 times per week, 169,520 words; daily, 296,660 words; and five books a day, 1,483,300 words.
It is clear to see that developing children's literacy skills relies on reading and listening to stories. Please read stories to your child as often as you can.
At Whitestone Infant School we believe that reading underpins all areas of the curriculum Therefore, we believe it should be an essential part of daily work and opportunities to read in different contexts should are provided to develop children’s awareness of print around them.
Early Years Foundation Stage
• Children are taught to read and understand simple sentences.
• They are taught to use their phonic knowledge to decode regular words and read them aloud accurately. (see the phonics section)
• They are taught to read some common irregular words.
• They are taught to demonstrate understanding when talking with others about what they have read.
. Reading comprehension is a key skill taught from Reception through school
Key Stage 1
The Programmes of Study for reading consist of two dimensions:
• Word reading – teaching should encourage decoding of familiar and unfamiliar words with correct pronunciation. Phonics should be emphasised in the early teaching of reading.
• Comprehension (both listening and reading). Children should read a wide variety of texts and be engaged in high quality conversations about what they have read to establish an appreciation and love of reading.
It is also a requirement to follow a phonic programme in school. At our School, RWI is used which provides reading books matched to the sounds and words being taught.
Once children have successfully completed RWI, they go on to a programme of guided reading, (group reading) focusing on comprehension skills.