Mellor Community Primary School

Checketts Road.Leicester. LE4 5EQ.
Telephone: 0116-2946098 or 0116-2946099. Email:  office@mellor.leicester.sch.uk

Mellor Community Primary Reading Comprehension Curriculum 2015

Four essential strategies and skills for reading comprehension

Develop positive attitudes to reading

Understand the Vocabulary used in texts

 


Skills and strategies to read for understanding

Express, record and present their understanding

 

 

Four key outcomes

Understanding the Whole Text

 


Inferential Understanding

Retrieve information from texts

 


Reading to find out and to learn


 

Whole school approaches for developing positive attitudes to reading

·         Key Stage 1 follow the KTC scheme

 

·         Key Stage 2 follow Reciprocal Reading

 

·         Ensure the texts used with children are as rich as possible both in language and images

 

·         Regular shared reading with the children to enhance vocabulary and enjoyment of books

 

·         Read regularly to children from a range of texts of different sorts and lengths, in order to give all children access to high quality material

 

·         Use complete texts with children as often as possible – with older children short stories are ideal ‘teaching texts’

 

·         Use the school library, Belgrave library and the School’s reading award scheme to promote reading

 

·         Celebrate reading in awards assemblies

 

·         Maintain interesting book areas and displays in classrooms and corridors to entice children to want to read

 

·         Provide advice to parents on how to support and engage their children with reading

 

·         Monitor children’s independent reading

 

 

 

 

 

Whole school approaches and common activities for developing skills and strategies to read for understanding

·         Use the KTC reading approach in Key Stage 1 and daily phonics teaching to develop phonological awareness and knowledge of High Frequency Words

 

·         Use reciprocal reading in Key Stage 2 as the default approach to guided reading with children whose decoding skills are strong and secure and as an intervention programme for children who can decode but struggle to understand

·         Use inference training techniques both as an intervention and as whole class shared reading, in order to demonstrate the approaches to visualising and summary

·         Explicitly focus on the application of appropriate reading strategies when using texts in other subjects and in cross curricular work

·         Use language consistently across the school to describe and explain the different strategies being used when reading

·         In all lessons which involve the use of texts, model thinking aloud about what is being read, ensuring comprehension by reading only a section of text at a time

·         Demonstrate to children how to answer different types of comprehension questions, emphasising the technique and approach – or example skimming, scanning and close reading – as much as the answer

·         Teach children to use useful strategies for inferring the meaning of unfamiliar vocabulary, such as: re- reading the text, reading on the next sentence, making use of glossaries, visualising the scene/ event/ information, deciding on what fits with the context, analysing parts of words for clues, using the syntax of a sentence

·         Encourage children to retrieve information in active and practical ways.

 

 

 

 

Curriculum strands

Each of these skills and outcomes can be further divided into strands and objectives, providing the basis for a consistent and coherent curriculum.

Develop positive attitudes to reading

·         Take pleasure in reading: Develop positive attitudes to reading

·         Read independently and in groups. Enjoy listening to books read to them

·         Discuss books: Participate in discussion about what is read to them, taking turns and listening to what others say

·         Extend their range of reading


Skills and strategies to read for understanding

·         Use prior knowledge to support understanding

·         Check that books make sense to them

·         Ask questions to improve their understanding

·         Skim, scan and read closely

·         Use strategies to locate or infer the meaning of unfamiliar words

·         Annotate text

·         Visualise their understanding of what they read

·         Make predictions

·         Summarise understanding

·         Adapt reading strategies for different purposes or according to the text type

Understand the Vocabulary used in texts

·         Build a wide vocabulary

·         Use a dictionary effectively

·         Use strategies to locate or infer the meaning of unfamiliar words – also in Skills and Strategies

Express, record and present their understanding

·         Develop and express their understanding

·         Answer questions  about a text and record their understanding

·         Justify their ideas about a text

·         Annotate the text to support understanding

·         Demonstrate understanding through retelling and reciting orally and using intonation, tone, volume and action in performance


 

Understand the Whole Text

·         Identify main ideas and themes in a wide range of books and understand how these are developed over a text

·         Identify how structure and presentation contribute to meaning

·         Make comparisons within and across texts

·         Identify how language contributes to meaning

·         Evaluate the text

Retrieve information from a text

          Retrieve and record information from a text

          Retrieve the meaning of unfamiliar vocabulary where this is explained in the text

          Identifying how language, structure and presentation contribute to meaning

          Ask retrieval questions about a text

          Distinguish between fact and opinion (Y5/6)


Inferential Understanding

·         Infer from what characters say and do

·         Predict what might happen

·         Identifying how language … contributes to meaning: How meaning is conveyed through the writer’s language choices

·         Ask inferential questions

·         Adapt reading strategies in order to make inferences


Reading to find out and learn

·         Retrieve and record information from non-fiction texts

·         Ask questions to find out

·         Identify how the structure and presentation of non-fiction texts contributes to meaning

·         identifying how language …contributes to meaning

·         Apply strategies for reading non-fiction texts

·         Distinguish between fact and opinion (Y5/6 only)