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Once children have the basic skills required to decode and make sense of words, reading for pleasure/enjoying reading books helps pupils progress much quicker than just reading as part of a group in class.

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Improves fluency

Develops independence

Builds vocabulary and comprehension

Understanding of different uses of punctuation

Exposes children to different ideas and opinions

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*Class novel, which interests the pupils - funny/interesting/mystery...

Time to choose novels

Time to share good reads with others

Time to read in class most days

Class library

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Reading to the children through a class/group novel to foster an interest in reading.

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Reading to the children through a class/group novel to foster an interest in reading.

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To allow the children to see the importance of reading.

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Dedicated time in class for ERIC

Small group or 1:1 time in library with teacher discussing different books and exploring options

Range of books which are accessible for all readers - both lower age higher challenge/age appropriate but decodable books - developing confidence and independence with appropriate challenge

Ensure children have access to books that they can read

Book buddies/reading buddies in class

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Time to listen to a good story - class novel/online story being read.

Books readily available in class (on desks/ shelves) and in library

Time to share good reads and swap books

Time in class to read - both set and opportunistic.

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Picture books and search and find books for pupils who find decoding very difficult.

Non-fiction books too.

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Reading for enjoyment allows children to see themselves as readers

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Reading extracts from novels to support children with suitable texts them may enjoy. 

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Reading extracts from novels to support children with suitable texts them may enjoy. 

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Picture books and search and find books for pupils who find decoding very difficult.

Non-fiction books too.

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Children who struggle with reading have books or ways of accessing stories

Developing enjoyment and engagement by using discussion to link books/topics that children might enjoy

Reading corner in classroom

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Class novels, welcoming library areas with a range of books(fiction and non fiction).

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Class novels, welcoming library areas with a range of books(fiction and non fiction).

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To develop language skills and vocabulary

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Pupils can borrow books.

Pupils can and do bring in books from home to show.

Pupils have started making their own books based on library books and they are doing this in school time and in their home time.

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To develop an early love of reading

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We use the reading planners (enjoyment and choice).

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Invite parents in to read to the children(Book week, etc)

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Invite parents in to read to the children(Book week, etc)

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More books that are decodable for children who struggle with reading

Headphones for using with chrome books

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Give children the choice of the story

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Highlight good focusing, communicating when sharing/writing etc.

Positive praise - linked to meta skills.

Easy to link to focused meta skills linked at assembly.

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Create time during the day for children to be read to.

Allow children to choose books

Create time for buddy reading where P7 come to read with the children

Visit the school library for story time weekly

Create a cosy story area in the classroom for independent child led story time

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Link the story to topic, an important event or relevant learning like phonics sounds.

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Provide opportunities to have read aloud stories in different formats

Reading buddies - where children support each other and read out loud (more able with less able readers)

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Audio books and headphones for pupils with challenges like dyslexia, developmental language delay etc.

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Allow children opportunities to choose the stories so that all interests are being met

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Reading Champion certificate.

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Provide an inviting area to promote reading for pleasure

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Children record themselves reading their favourite books

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Have a reading corner in the classroom

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Focusing - ERIC silent reading for short periods of time

Communicating - Sharing ideas and books the children have enjoyed

Collaborating - Working together doing reading buddies (peer support)

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Pupils can recommend books to each other.

Pupils are now asking the head teacher for books they found good for the library - they are very chuffed when these are bought on their recommendations.

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Spend some time in the library

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Reading buddies providing peer support

Sharing book recommendations

Making own books

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Book bus

Reading outside in summer months

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Listen live to authors

Invite authors in

Parents and members of the community recording a story for world book day.

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Create opportunities for supported reading for pleasure. Use buddies to do paired reading. This gives children a wider choice of books.

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Self assessment tool - like their SHANARRI colour in tracker on what they think of personal reading.

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Children are read to daily by their teacher

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Children writing book reviews for reading corner/library.

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Children writing book reviews for reading corner/library.

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World book day - children are encouraged to share books they enjoy

Parents donate a lot of books to the school to create a wider choice of books for the children.

Children can see themselves and their families in the books we have on offer as we have a diverse selection.

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Parents are encouraged to come in and read a story during word book day. They can also record themselves and send a video.

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Scottish Book Trust issue the read, write, count book bags to every child so that they can enjoy books at home.

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Visit to the library (maybe with the children too) if possible.

Library staff to visit the school?

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Resources where children can listen to stories independently

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Article 3 (best interests of the child) The best interests of the child must be a top priority in all decisions and actions that affect children.

Article 5 (parental guidance and a child’s evolving capacities) Governments must respect the rights and responsibilities of parents and carers to provide guidance and direction to their child as they grow up, so that they fully enjoy their rights. This must be done in a way that recognises the child’s increasing capacity to make their own choices.

Article 12 (respect for the views of the child) Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. This right applies at all times, for example during immigration proceedings, housing decisions or the child’s day-to-day home life.

Article 13 (freedom of expression) Every child must be free to express their thoughts and opinions and to access all kinds of information, as long as it is within the law.

Article 23 (children with a disability) A child with a disability has the right to live a full and decent life with dignity and, as far as possible, independence and to play an active part in the community. Governments must do all they can to support disabled children and their families.

Article 27 (adequate standard of living) Every child has the right to a standard of living that is good enough to meet their physical and social needs and support their development. Governments must help families who cannot afford to provide this.

Article 28 (right to education) Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children’s dignity and their rights. Richer countries must help poorer countries achieve this.

Article 29 (goals of education) Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.

Article 30 (children from minority or indigenous groups) Every child has the right to learn and use the language, customs and religion of their family, whether or not these are shared by the majority of the people in the country where they live.

Article 31 (leisure, play and culture) Every child has the right to relax, play and take part in a wide range of cultural and artistic activities.

Article 42 (knowledge of rights) Governments must actively work to make sure children and adults know about the Convention.

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Parents mention that they read at bed time with their children but I know some children don't get this experience. Perhaps some workshops for parents on the importance of reading would be helpful?

Jen from Book Trist Scotland did something similar to this a few years ago when issuing the books bags which was useful.

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Visits to school from authors

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Paired reading - collaborating and communicating

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1 No poverty

3 Good health and wellbeing

4 Quality Education

5 Gender Equality

8 Decent work and economic growth

10 Reduced inequalities

16 Peace, Justice and Strong Institutions

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Leadership - children choosing the book for class story time

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Good reading stickers are issued

Housepoints

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Star reader

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Children making their own choices

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Children have been given the opportunity to share their favourite books written in their home language with the school via a padlet

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Children saying the reasons why they chose a book.

Giving recommendations to other children

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The children read books to residents at our local care home

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The school book bus goes outside in dry weather so that children have the option to read in the playground

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Book bags - sometimes the library staff read to the children and show them the activities

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Buddy reading can take place outside when weather permits

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Children putting a sticker on a book they recommend.

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Children putting a sticker on a book they recommend.

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Visit to bookshops to buy books for school.

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Visit to bookshops to buy books for school.

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Number 13 Sharing thoughts freely

Number 17 Access to information

Number 28 Access to information

Number 31 Rest, Play, Culture, Arts

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Reading record

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Book review

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Discussion with parents about books they like during open afternoons