Drop everything and read

Reading Lessons at Redhill School: Drop Everything and Read (DEAR)

At Redhill School, we are committed to fostering a love of reading and developing strong reading skills for all pupils. Pupils in Years 7, 8, and 9 have dedicated time in their timetable for Drop Everything and Read (DEAR) sessions, a focused opportunity to engage deeply with reading.

What happens in DEAR?

During DEAR, pupils read together using carefully selected texts, ranging from classic literature to culturally important works of fiction. These sessions are designed to build reading comprehension, fluency, and vocabulary development in an inclusive and supportive environment.

· Shared Reading Experience: Pupils listen to their teacher reading aloud, which models fluent, expressive reading and exposes them to rich language and new vocabulary.

· Active Participation: Pupils are invited to read aloud themselves, helping to build confidence and improve their reading fluency.

· Independent Reading Practice: Pupils also practise reading strategies independently, supported by scaffolds and structured activities like choral or echo reading.

· Discussion and Engagement: Within some of the sessions, the text is used as a springboard for discussion, encouraging pupils to predict, form opinions, and deepen their understanding.

Our Approach to Reading Instruction

Our DEAR sessions are grounded in evidence-based principles, particularly those outlined by Rosenshine, ensuring that reading instruction is effective and engaging:

1. Reading in Manageable Chunks: Texts are broken down into smaller sections to help pupils process and understand the material without feeling overwhelmed. This approach supports repeated practice and builds literacy across subjects.

2. Teacher Modelling: Teachers actively demonstrate what skilled reading looks and sounds like by reading aloud, showing how to decode unfamiliar words, and expressing the emotions or interest stirred by the text. This modelling is crucial

for pupils, especially those who struggle, to see and hear expert reading strategies in action.

3. Checking Understanding: Teachers continuously check pupils’ comprehension during reading, asking questions and clarifying vocabulary or concepts to remove barriers and keep everyone engaged with the text.

4. Preloading Vocabulary: Before reading, key unfamiliar words, especially subject-specific (Tier 3) vocabulary are introduced and discussed. This preparation helps pupils navigate texts more confidently and supports their wider language development.

5. Scaffolding Independent Practice: Pupils choose from a curated list of manageable books, ensuring they read texts suited to their level. Support strategies are provided to help them tackle difficult words or ideas independently.

Our Vision for Reading at Redhill

We believe that reading is not just a skill but a gateway to enjoyment, knowledge, and personal growth. Through DEAR, we aim to:

· Inspire pupils to develop a lifelong love of reading.

· Help pupils enjoy books and confidently read aloud.

· Enable pupils to discuss texts thoughtfully, make predictions, and form informed opinions.

· Support all pupils, including those who find reading challenging, to access rich and rewarding texts with expert guidance.

Drop Everything and Read at Redhill is more than a lesson - it is a shared journey that builds confident, capable readers who see reading as a source of pleasure and empowerment.

Structure of DEAR Sessions

· Frequency:

o Years 7 and 8 have four reading sessions every fortnight.

o Year 9 have two reading sessions every fortnight.

· Grouping: Pupils read in reading groups aligned with their English sets, ensuring texts are appropriately challenging and matched to their reading ability.

· Texts: Each set reads from a carefully curated list of texts selected by our reading lead, Ruth. These include classic literature and culturally important works, providing pupils with rich and diverse reading experiences.

Types of Reading Activities

DEAR sessions incorporate a blend of reading approaches to support varied learning needs:

1. Teacher-Led Reading and Modelling: Teachers read aloud to pupils, modelling fluent, expressive reading and demonstrating how to approach unfamiliar vocabulary and complex ideas. This expert modelling helps pupils understand how skilled readers construct meaning and engage emotionally with texts.

2. Group Reading and Reading Aloud: Pupils participate in group reading activities, including paired or choral reading, where they practice fluency and build confidence in reading aloud. These activities encourage active listening, feedback, and shared learning.

3. Independent Reading: Pupils engage in independent reading from a curated book list suited to their level, applying strategies modelled by teachers. Support scaffolds are provided to help pupils navigate challenging vocabulary and ideas independently.

Checking Understanding and Engagement

To ensure pupils are comprehending and engaging with texts, DEAR sessions include:

· Regular Comprehension Checks: Through quizzes recorded in reading journals or structured talk tasks, pupils discuss characters, events, and key themes, deepening their understanding.

· Vocabulary Building: Pupils are introduced to new and subject-specific vocabulary, with opportunities to use these words in discussion and writing, bridging gaps in language knowledge.

· Creative Tasks: Pupils undertake creative activities related to the texts, enabling them to express their understanding and connect personally with the material.

Our Teaching Philosophy

Aligned with the DfE Reading Framework and Rosenshine’s principles, our reading lessons focus on:

· Balanced Reading Approaches: Combining teacher read-alouds with pupil reading and discussion to build comprehension and fluency.

· Modelling Expert Reading: Teachers demonstrate decoding strategies, prosody, and emotional engagement with texts to guide pupils.

· Vocabulary Preloading: Introducing challenging words before reading to increase accessibility and success.

· Encouraging Discussion: Frequent questioning and talk tasks ensure pupils actively process and reflect on what they read.

· Building Reading Habits: Beyond skill development, our aim is to nurture lifelong readers who find joy and meaning in books.

Beyond English: Reading Across the School

Reading aloud and literacy development are valued across the curriculum, with other subject teachers also incorporating reading aloud to their groups, reinforcing reading as a key tool for learning.

This reflects our commitment at Redhill School to create readers, not just pupils who can read, ensuring every student has the opportunity to experience the wonder and power of literature.