Reading Strategy

Craven's approach to reading

How often do children read?

Children at Craven are reading in almost every lesson. They have a 40 minute reading session every day that focusses around a quality book.

What do children learn in reading lessons in KS1?

  • Draw upon their knowledge of vocabulary to answer questions.
  • Be able to identify key aspects of fiction and nonfiction.
  • Be able to identify and explain the sequence of events in texts
  • Make inferences from the text
  • Predict what might happen based on the text so far.

What do children learn in reading lessons in KS2?

  • Give and exlain the meaning of words in context
  • Retrieve and record information
  • Summarise main ideas from more than one paragraph
  • Make inferences from texts
  • Predict what might happen based on information that is stated or implied
  • Identify how content contributes to meaning as a whole.
  • Explain how meaning is enhanced through the choice of words and phrases
  • Make comparisons within the text.

How do we teach these skills?

Each week, the class teacher will focus on one of these skills that they want to focus on. The week starts initially with children being guided by the teacher; however, by the end of it, children are given tasks that allow for greater independence.

These skills are also revisited three weeks following in a cold comprehension. Research shows that by allowing time for children to 'forget' some of the teaching they have learnt, and then revisiting it again around 3 weeks later, it strengthens the learning and makes it more memorable.

We also include non-fiction, poetry, or classic texts in our cold comprehension sessions each week to ensure that children are getting a wide and balanced diet in reading.

How do we support/challenge children in reading?

We firmly beleive that all children should be accessing the same book and be involved in the same reading journey as their peers. Teachers support or challenge pupils through their questionning and ensure that the cognitive demand of their questions are at an appropriate level of challenge for the children.

How do we develop children's reading fluency?

  • Once children are proficient in decoding, children then begin developing their level of fluency. The class teacher assess their class across many different elements of reading fluency. Children then take part in two fluency sessions a week that aim to develop the weaker areas of the class' or individuals fluency. These sessions are approximately 15 minutes long.
  • Children will read out loud in lessons on a daily basis, either chorally or as a pair/individual. Teachers will skillfully target their fluency teaching to meet the needs of their children based on the fluency assessment.
  • Children are expcted to read at least three times a week at home and records are kept and used to identify those children who are not pracisting their fluency skills on an appropriate text.
  • Children are benchmarked so that they are able to take a book home that is an appropriate level for them to develop their reading fluency. Children will also take home a Reading Challenge Book that they read for enjoyment.

How do we promote a love of reading.

  • Firstly, classrooms are full of age appropriate, quality texts that have been quality assured by the reading lead for Delta Academies Trust.
  • We also have a 'Joy of Read' session in KS1 and KS2 where after lunch, all children sit and listen to the teacher read them a story. There is very little questionning, or clarifying in these sessions so as not to disrupt the flow of the story.
  • These books are selected from the Year group above so that by the teacher reading it allows children to hear stories that most would not be able to fully access and engage with.
  • We include parents as partners in the reading journey. Every week we host regular stay and read sessions where parents are invited to come in and read alongside their child for 20 mins, and support them in their reading journey.
  • We have weekly celebration of our 'Top Readers'.
  • We have reading Reading Challenge where children get rewards for how many books they read.
  • We have a Regular Reader awards for children who read every week for at least three times a week.
  • Each class has the book of the term on their door and the environment reflects that reading is a school priority.

How to we ensure that children leave the academy knowing more words than they arrived with?

  • Children read over 250 books during their time at Craven and all of them are filled with rich age approrpriate language.
  • Our curriculum has key vocabulary which we expect the children to know by the end of their units and teacher have to plan specifically for.
  • Within our reading sessions, teachers plan and pre-clarify words that they feel their class may be unfamiliar with.
  • We deliver a daily 'Its Only Words Session' where teachers discretely teach the words, its meaning and give examples of its use. This is recorded in a class book that children can access at any time.
  • Key vocabulary is on display and part of knowledge organisers so that children are exposed to it on a daily basis.
  • Teachers promote oracy within the classroom and use a variety of teaching strategies that give children the opportunities to use new vocabulary in discussion with their classmates.

How do we support those children who find reading more difficult?

We understand that some children find reading harder than others. We are constantly assessing what our children can do and what they find difficult. Our reading leader will meet with the class teacher each month and have a discussion with the teacher and offer advice around what they can do to support those children who are finding reading difficult.

The academy SEN-Co will also hold a monthly meeting with the class teacher to discuss particular strategies that may support those children with Special Educational needs, or those children who are being indentified as possibly having special educational needs.

From this a variety of strategies may take place. Children may receive:

  • Extra support in the classroom
  • Work that is set out differently to help them to access it.
  • Extra group work additional to what they are already receiving.
  • Targetted phonics work to help them develop their decoding skills.
  • Parental meetings so that they can be even further involved in developing their child's reading.


Children receive a weekly homework reading comprehension.

This focuses on the skill that they previously learnt three weeks ago. As referred to earlier, by giving children the chance to 'forget' and then revisit a skill, it further strengthens their learning.