In Key Stage One, children are developing their early reading skills through daily teaching of Phonics. (Further information can be found on the Phonics page). Children begin their teaching of reading lessons by learning to read decodable books, which tie in with their Phonics learning. The focus is on developing fluency. Children have the same text for a week; the reading is modelled to them on the Monday and tricky words are learnt. Then children work in groups to practise reading this book with the idea being that they are then fluent by the end of the week. Once children have developed their fluency skills (often in Year 2), they then move on to a reading session where comprehension skills are developed.
In Key Stage Two, whole class teaching of reading sessions take place daily. These are separate to, but may complement, English sessions. During a typical session, the teacher will share what the content domain/s the children will be focusing on are for that session (Vocabulary, Infer, Predict, Explain, Retrieve, Summarise)
Teachers carefully select key vocabulary words they want the children to learn that week. These will be taught, over-learnt, and embedded throughout the rest of the week during reading sessions and across the wider school day to allow for children to use these words in different contexts. Where appropriate, they are applied during English sessions.
During the reading lesson, teachers offer a wide variety of genres to the children which include poems, fiction, non-fiction, recipes, song lyrics and traditional tales. These lessons allow time to practise fluency, prosody and comprehension.
Children read during these sessions in a variety of different ways:
listening to the teacher model fluent reading and then have time to reread the same extract themselves;
reading individually and feedback;
working in groups;
taking turns in pairs or reading aloud to their peers.
You may see a number of these different strategies during one session.
Teachers plan questions to ensure coverage of the content domains through the week.
Children are encouraged to orally speak the answer before writing anything down, acknowledging their first answer may not always be their best. At times. children are given sentence stems and vocabulary that is expected to be used within their answer.
Children are encouraged to provide evidence for their answer based on a text extract or a picture they have seen in the book. Where appropriate, children are encouraged to use evidence from a range of different places within the text.
We ensure a progression of skills in Phonics throughout Early Years and KS1 and expect that by the end of KS1 children can;
Independently use their phonic knowledge to read fluently, sounding out and blending unfamiliar words without support,
Read age appropriate books with increasing fluency and expression.
Read accurately words containing two or more syllables.
Read words containing common suffixes.
Make predictions and inferences based on what they have read themselves and what has been read to them by others.
By the end of KS2 children can;
Confidently read aloud with intonation and expression, drawing on subtle clues from the text.
Express individual interests, thoughts and opinions on texts.
Compare and contrast different texts on the same subject.
Explain and comment on structural devices used in a variety of texts.
Evaluate, comment and compare the different styles of writers – providing evidence and explanations.
Perform familiar poems using tone, pitch and other devices to engage the audiences.