Mrs Scott -Headteacher Miss Bryan -English leader Reading Mrs Scott -Headteacher Miss Bryan -English leader

Reading at School: What we do Reading words Comprehension

Contexts for reading during school Reading sessions Reading individually with the teacher or TA Daily phonics sessions Independent reading Shared reading Specific reading tasks Cross-curricular reading

4 main skills and attitudes to reading Love of books Knowing how books work Phonics Comprehension

Reading Comprehension Lessons to teach specific reading comprehension skills: Decode Retrieve Summarise Infer Predict Meaning Language Compare

Reception Recognise letters to be able to decode words To learn tricky words i.e. words that are not phonetically spelt Understand what is read both when reading themselves and when read aloud to by an adult To understand that books can be used for information or for pleasure. Continue a rhyming string. Segment the sounds in simple words and blend them together and knows which letters represent some of them. Linking sounds to letters, naming and sounding the letters of the alphabet. Beginning to read words and simple sentences. Use vocabulary and forms of speech that are increasingly influenced by their experiences of books. Enjoy an increasing range of books. Knows that information can be retrieved from both books and computers.

Year 1 Apply phonic knowledge to decode words Read words with more than one syllable Read common exception words e.g. The, one Reading aloud Re-read books to build up fluency and confidence Develop pleasure in reading and motivation to read link what they read to their own experiences Become familiar with key stories e.g. Fairy stories and traditional tales and retell them Recognise and join in with predictable phrases Appreciate rhymes and poems and recite some Draw on what they already know or context given by an adult Discuss what they have read and listen to what others say Make predictions based on what has been read so far Understand books that they can read as well as those that are read to them

Year 2 Continue to use phonic knowledge as a route to decode words Recognise alternative sounds for graphemes Read words containing common suffixes e.g. –ing –ed –es Read further common exception words e.g. Would, mind Read words of two or more syllables Read most words quickly and accurately Develop pleasure in reading and motivation to read Discuss a wide range of texts beyond those that they can read independently Retell a wider range of stories Recite poetry Sequence items in a book and understand how pieces of information relate to each other Make inferences based on what is being said or done Discussing favourite words or phrases Reading non-fiction books that are structured in different ways Explain their understanding of books and poems Make predictions based on what has been read so far for both books they can read independently and those read with an adult

Year 3 Apply knowledge of root words, prefixes and suffixes Listen to and discuss a wide range of fiction Reading for a range of purposes Develop positive attitudes towards reading Retelling stories orally Preparing poems and scripts to read aloud and perform Explain the meanings of words in context Summarise ideas from more than one paragraph Retrieve and record information from non-fiction texts Participate in discussion about books that they can read themselves and those they read with an adult Use dictionaries to check the meanings of words Predict what might happen based on what they have read

Year 4 Apply knowledge of root words, prefixes and suffixes Read further exception words Develop positive attitudes to reading Read books structured in different ways and for a range of purposes Retell stories orally e.g. Myths and legends Discuss themes and conventions in and across a range of reading materials Prepare poems and play scripts to read aloud Recognise different form of poetry Discuss and explain the meaning of words in context Draw the main ideas drawn from more than one paragraph and summarise them Identify how language, structure and presentation contribute to meaning Participate in discussions about books that are read to them and those they can read themselves Retrieve and record information from non-fiction texts Use dictionaries to find the meanings of words Predict what might happen from details stated and implied

Year 5 Use knowledge of root words to understand the meanings of new words Discuss a wide range of texts Read books structured in different ways and for different purposes as well as books from different cultures and traditions Develop positive attitudes towards reading Make comparisons within and across books Prepare poems and play scripts to read aloud and perform Recognise different forms of poetry and learn a range of poetry by heart Ask questions to improve their knowledge of a text Summarise ideas from more than one paragraph identifying key details to support their points Infer information e.g. Characters feeling and find evidence in the text to support their inferences Identify how language, structure and presentation contribute to meaning Discuss the impact of the authors language, including figurative language, on the reader Take part in discussions about books that they have read and those read to them by presenting information in a formal way Recommend books giving reasons for their choices Distinguish between fact and opinion

Year 6 Use knowledge of root words to understand the meanings of new words Discuss a wide range of texts Read books structured in different ways and for different purposes as well as books from different cultures and traditions Explore the meaning of words in context Develop positive attitudes towards reading Discuss themes and conventions across a wide range of writing Prepare poems and play scripts to read aloud and perform Recognise different forms of poetry and learn a range of poetry by heart Ask questions to improve their knowledge of a text Summarise ideas from more than one paragraph identifying key details to support their points Infer information e.g. Characters feeling and find evidence in the text to support their inferences Retrieve, record and present information from non-fiction Identify how language, structure and presentation contribute to meaning Discuss the impact of the authors language, including figurative language, on the reader Take part in discussions about books that they have through formal presentations and debates Recommend books giving reasons for their choices Distinguish between fact and opinion

Year 2 test papers The reading test includes two papers. Each paper has a selection of texts which are designed to increase in difficulty with a mixture of text genres. Paper 1 consists of a combined reading prompt and answer booklet. The paper includes a list of useful words and some practice questions for teachers to use to introduce the contexts and question types to pupils. The test takes approximately 30 minutes to complete, but is not strictly timed. Paper 2 consists of an answer booklet and a separate reading booklet The test takes approximately 40 minutes to complete, but again is not strictly timed.

Year 6 test papers The English reading test will have a greater focus on fictional texts and on the comprehension elements of the new curriculum. The test consists of a reading booklet and a separate answer booklet. Pupils will have a total of 1 hour to read the 3 texts in the reading booklet and complete the questions. The least-demanding text will come first with the following texts increasing in level of difficulty. The questions are worth a total of 50 marks.

Reading with your child

Why reading at home is important……. Children who were not read to by their mother at all at the age of 7 were over seven months behind those who were read to daily in language skills at age 11 Why reading at home is important……. Impacts on ~ Language development Reading skills Enjoyment of reading Children who were not read to at all by their father at the age of 7 were over a year behind those who were read to daily in language development There is a significant relationship between language skills at 11 and how much mothers and fathers had been reading with their children when they were aged 7.

Why reading at home is important…… ‘Children whose fathers spend time with them and read with them do better at school, an impact which lasts into adult life.’ (Read-on-get-on 2016)

Books in the home………

Two kinds of reading………. Child reading to an adult……. Adult reading to the child ………

Ways to support reading at home Talk about pictures in the story Support your child with their phonics skills to help them work out new words. Predict what might happen. Retell parts of the story. Talk about how the characters might be feeling/ thinking Discuss and explain parts (funny, scary, sad etc.)

How to support your child’s reading……… Your child needs to feel successful Don’t let them struggle Don’t be afraid to tell them the word Try to get them to read with fluency at a good pace Using expression, changing their voice Discuss what you are reading Predict and anticipate

When? ~ set up routines…….

Reading at home. Recommended reading lists Read the reading scheme books your child brings home from school. Read books to your child. Visit the local library for some books Comics. Websites. Cookery books, leaflets, labels, signs, maps . ANYTHING WITH TEXT! Recommended reading lists https://schoolreadinglist.co.uk/

IMPORTANT things to remember Enjoy it! Be positive. Make it into a special time, rather than a chore. Take over the reading if your child is tired or struggling. Let your child see that reading is important by doing it yourself! A good 10 minutes is better than a difficult half hour! Little and often If your child is not enjoying a particular book, do not make them read it, change it instead