Reading


At Chelsea Heights Primary School we understand how vital it is for students to cross the bridge to fluent reading to support self-esteem and give the best chance to develop a love of reading and learning. CHPS use evidence-informed methods to ensure all students succeed and thrive in this area.

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Explicit and systematic teaching of fundamental knowledge and skills is at the centre of our approach to provide the best possible environment for all students develop the ability to read, spell and write. Students have a right to understand the rules and generalisations that govern the English language.

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We have followed what the science states around literacy instruction and understand Foundation – Level 2 is where the fundamental skills of reading must be embedded, which then leads to sustained improvement and growth through to the later years. 

 

Reading is made of 6 key areas underpinned by oral language:

  1. Phonological Awareness
  2. Phonics
  3. Heart Words
  4. Fluency
  5. Vocabulary
  6. Comprehension

Our structured reading and writing approach includes:

  • Phonological awareness and phonics skill screening on arrival
  • Explicit teaching of phonological awareness and phonics
  • Automaticity training in the recognition of irregular words (heart words) / high frequency words
  • Guided practice to improve fluency
  • Vocabulary development. Including structured morphology from Foundation to Level 6
  • Engagement in a knowledge rich curriculum
  • Explicit teaching of comprehension strategies
  • Explicit teaching of comprehension questioning techniques.

Fluency

Fluency is defined as the ability to read with speed, accuracy, and proper expression. In order to understand what they read, children must be able to read fluently whether they are reading aloud or silently. When reading aloud, fluent readers read in phrases and add intonation appropriately. Their reading is smooth and has expression.

  

Vocabulary

Vocabulary is one of the five major components of reading and is linked to academic success. Vocabulary instruction provides essential background knowledge for reading and writing. If students are taught words before they read them in a text, they have a better chance of comprehending what has been read. Vocabulary must be taught explicitly with the intention of improving comprehension and writing.