READING

At Sherrier Primary School we use DERIC as a whole class approach to teach reading skills from Y1 upwards, which equips pupils with the necessary skills to be successful readers. It focuses on building fluency and embedding comprehension skills with direct, taught sessions. DERIC stands for; Decode, Explain, Retrieve, Interpret and Choice. These are all closely linked to the assessed strands in the end of key stage assessments.

DERIC:
 

D for decode - this is the sounding out and blending of words and then becoming more confident with reading words on sight.

E for explain - asking the children to explain the meaning of words and being able to explain what is happening in the text they have read.

R - for retrieve - asking the children questions where the answer can be found in the text or pictures. For example: How many cups are on the table? What colour is the bear's hat?

I - for interpret - the children are to use their inference skills to use clues in the text and what they already know to make suggestions about what they have read.  (Using ‘because’ in their responses). For example: Why do you think the bear was crying?

C - for choice - asking the children questions about why the author has chosen to lay out the text in a particular way.

When teaching, there is one learning objective for the whole class based around the same text. The activities or level of support is adapted for different abilities so that all children can access the learning objective and be challenged. Sometimes, texts are part of a class book or at other times they are a poem or non-fiction article depending on the writing focus. The whole class reading approach supports rapid progress of lower ability readers. Research suggests this is due to exposure to higher-level questions and answers. Pictorial stimulus or activities which are designed to have a comprehension focus but reduce the amount of decoding can also be used to support SEND/EAL pupils.

At Sherrier Primary School, we promote the use of a variety of carefully selected literature that is matched to the attainment level of pupils. These texts have subtle challenge and allow pupils to reinforce fluency, decoding and comprehension skills regularly.

 

Additional opportunities are provided for pupils to practise and extend reading in other subjects.