Reading
Intent
Our vision for reading is to develop children who are fluent, enthusiastic, capable, independent readers who have a love of reading. We want to expose children to a range of fiction and non-fiction texts and give them the opportunity to discover the authors they like.
Implementation
We follow the 2014 National Curriculum and our expectation is that all children are showing progress in line with national expectations. It is the responsibility of each class teacher to monitor and ensure that this progress is made. The subject leader works with each teacher to monitor this progress and to ensure that sufficient challenge is given to each child.
Summary of the skills to be taught
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EYFS |
Year 1 |
Year 2 |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
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Decoding/ Phonics
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Secure at phase 4. Read some common irregular words. |
Secure at phase 5.
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Secure at phase 6.
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Continue to use these skills and support those children who require further embedding |
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Patterns and Rhymes
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Identify rhymes and alliteration.
Join in with rhyming patterns. |
Identify which words appear again and again. |
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Comprehension and Understanding
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Read & understand simple sentences.
Demonstrate understanding when talking with others about what they have read. |
Relate reading to own experiences.
Re-reads if reading does not make sense.
Re-tell with considerable accuracy.
Discuss significance of title & events. |
Reads ahead to help with fluency & expression.
Comments on plot, setting & characters in familiar & unfamiliar stories.
Recounts main themes & events.
Comments on structure of the text. |
Comments on the way characters relate to one another.
Knows which words are essential in a sentence to retain meaning. |
Give a personal point of view on a text. Can re-explain a text with confidence. |
Summarises main points of an argument or discussion within their reading & makes up own mind about issue/s.
Can compare between two texts.
Appreciates that people use bias in persuasive writing.
Appreciates how two people may have a different view on the same event. |
Refers to text to support opinions and predictions. Gives a view about choice of vocabulary, structure etc.
Distinguish between fact & opinion. |
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Prediction, inference & deduction
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Make basic predictions. |
Make predictions on basis of what has been read.
Make inferences on basis of what is being said & done. |
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Draw inferences such as inferring characters’ feelings, thoughts & motives from their actions. |
Justify inferences with evidence, predicting what might happen from details stated or implied. |
Draw inferences and justify with evidence from the text. |
Continue to hone these skills |
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Intonation and Expression |
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Reads with pace & expression, i.e. pause at full stop; raise voice for question. |
Use commas, question marks & exclamation marks to vary expression.
Read aloud with expression & intonation.
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Recognise how commas are used to give more meaning. |
Use appropriate voices for characters within a story. |
Varies voice for direct or indirect speech. |
Appreciates how a set of sentences has been arranged to create maximum effect. |
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Grammatical Features
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Identify start and end of a sentence. |
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Recognise: - speech marks - contractions
Identify past/present tense. |
Recognise: - plurals - pronouns and how used - collective nouns - adverbs
Can explain the difference that adjectives and verbs make. |
Identify how sentence type can be changed by altering word order, tenses, adding/deleting words or amending punctuation. |
Recognise: - clauses within sentences |
Recognise: - complex sentences |
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Research
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Knows difference between fiction and non-fiction texts. |
Use content and index to locate information. |
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Skims & scans to locate information and/or answer a question. |
Uses more than one source when carrying out research.
Creates set of notes to summarise what has been read. |
Skims and scans to aide note-taking. |
Guided reading model
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Term 1 |
Term 2 |
Term 3 |
Term 4 |
Term 5 |
Term 6 |
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Nursery |
Enjoying and sharing books. |
Enjoying sharing books and developing concepts of prints. |
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Year R |
1 -1 reading. |
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Year 1 |
1 – 1 reading |
Teaching of comprehension skills through pictures. 1-1 reading. |
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Year 2 |
1-1 reading and whole class reading to develop fluency, vocab and viper skills. |
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KS2 |
Whole class reading – three times per week. Fluency, vocab and Vipers skill to be taught progressively |
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Impact
Teachers measure the impact of the curriculum through formative and summative assessment. From this assessment teachers will adapt and change their planning according to the needs of all of the children. Subject leaders will also measure the impact of the curriculum through learning walks, pupil voice and teacher surveys. Individual pupil data, in accordance with objectives within the National Curriculum, is collected and analysed three times a year. This data is recorded on the school’s electronic data base (INSIGHT) to monitor attainment and progress.