{"id":8855,"date":"2021-03-23T12:33:22","date_gmt":"2021-03-23T12:33:22","guid":{"rendered":"http:\/\/www.jamescambell.com\/?page_id=8855"},"modified":"2023-01-17T09:40:06","modified_gmt":"2023-01-17T09:40:06","slug":"reading-intent-statement","status":"publish","type":"page","link":"https:\/\/www.jamescambell.com\/?page_id=8855","title":{"rendered":"READING INTENT STATEMENT"},"content":{"rendered":"\n<p><strong>Intent of Destination Reader<\/strong><\/p>\n\n\n\n<p>Destination Reader is aimed specifically at improving the\nteaching of reading at KS2. It is not a scheme and is therefore flexible to\nwork with any texts. Feedback from over 100 schools currently using Destination\nReader has shown dramatic improvement in the quality of reading lessons at KS2.\nChildren read with greater understanding, independence and, above all, enjoy\nreading more.<\/p>\n\n\n\n<p>Destination Reader is an approach to teaching reading in\nKS2. It involves daily sessions incorporating whole class modelling prior to\nthe children applying these skills through partner work and independent\nreading. Children deepen their understanding of the texts they read through the\nsystematic use of a series of strategies and language stems. The strategies\ninclude: Predicting, Asking Questions, Clarifying, Summarising, Making\ninferences, Making connections and Evaluating. The approach encompasses the key\nprinciples of effective reading provision and fully meets the requirements of\nthe National Curriculum. It also builds a culture of reading for pleasure and\npurpose. <\/p>\n\n\n\n<p><strong>BENEFITS of Destination Reader<\/strong><\/p>\n\n\n\n<p> \u2022  improves teachers\u2019 understanding of teaching reading at KS2<\/p>\n\n\n\n<p>\u2022 provides a clear, consistent structure for daily reading\nlessons. <\/p>\n\n\n\n<p>\u2022 develops children\u2019s deeper understanding of\nage-appropriate texts <\/p>\n\n\n\n<p>\u2022 enables children to become successful readers and\ncomprehenders through the explicit teaching of key strategies <\/p>\n\n\n\n<p>\u2022 supports teacher\u2019s formative assessment of reading <\/p>\n\n\n\n<p>\u2022 ensures engagement though an interactive approach,\nfostering reading for pleasure and purpose <\/p>\n\n\n\n<p>\u2022 provides a structured approach to key learning behaviours\nwhich allow children to be fully independent learners<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Intent of Destination Reader Destination Reader is aimed specifically at improving the teaching of reading at KS2. It is not a scheme and is therefore flexible to work with any texts. Feedback from over 100 schools currently using Destination Reader has shown dramatic improvement in the quality of reading lessons at KS2. Children read with greater understanding, independence and, above all, enjoy reading more. Destination Reader is an approach to teaching reading in KS2. It involves daily sessions incorporating whole class modelling prior to the children applying these skills through partner work and independent reading. Children deepen their understanding of the texts they read through the systematic use of a series of strategies and language stems. The strategies include: Predicting, Asking Questions, Clarifying, Summarising, Making inferences, Making connections and Evaluating. The approach encompasses the key principles of effective reading provision and fully meets the requirements of the National Curriculum. It also builds a culture of reading for pleasure and purpose. BENEFITS of Destination Reader \u2022 improves teachers\u2019 understanding of teaching reading at KS2 \u2022 provides a clear, consistent structure for daily reading lessons. \u2022 develops children\u2019s deeper understanding of age-appropriate texts \u2022 enables children to become successful readers and comprehenders through the explicit teaching of key strategies \u2022 supports teacher\u2019s formative assessment of reading \u2022 ensures engagement though an interactive approach, fostering reading for pleasure and purpose \u2022 provides a structured approach to key learning behaviours which allow children to be fully independent learners<\/p>\n","protected":false},"author":10,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-8855","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.jamescambell.com\/index.php?rest_route=\/wp\/v2\/pages\/8855"}],"collection":[{"href":"https:\/\/www.jamescambell.com\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.jamescambell.com\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.jamescambell.com\/index.php?rest_route=\/wp\/v2\/users\/10"}],"replies":[{"embeddable":true,"href":"https:\/\/www.jamescambell.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=8855"}],"version-history":[{"count":2,"href":"https:\/\/www.jamescambell.com\/index.php?rest_route=\/wp\/v2\/pages\/8855\/revisions"}],"predecessor-version":[{"id":11658,"href":"https:\/\/www.jamescambell.com\/index.php?rest_route=\/wp\/v2\/pages\/8855\/revisions\/11658"}],"wp:attachment":[{"href":"https:\/\/www.jamescambell.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=8855"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}