Developing reading in Key Stage 2.

In 2014 the new more challenging curriculum was introduced across the Primary phase and this was formally tested in 2016. Children formally tested in reading at the end of year 2 and year 6. Reading tests are more rigorous and demand more of the children in terms of stamina and comprehension.

Year 6 SATs reading assessment 60 mins, 3 texts, approx. 2300 words, 50 marks number of marks is transferred to a scaled score a scaled scores range from 80 – 120 a child who scores 100 or above has reached ‘expected level’.

to access and succeed in SATs tests We need to continue to develop reading beyond Key Stage 1 in order for children: to access and succeed in SATs tests to show progress in optional tests in years 3,4, and 5. to access all other areas of the curriculum beyond KS2. to develop their skills as a writer and of the spoken word. to build imagination, creativity, knowledge and confidence to become life-long readers.

At Key Stage 2 children’s reading needs to be developed in two ways: Word Recognition and Fluency: reading familiar words at speed, decoding unfamiliar words at speed, applying punctuation properly and building stamina to read for longer periods. Comprehension: understanding what they have read, knowing how and why authors have chosen particular words, prediction, summarising, inferring details about a character or plot and using knowledge of the world to help with understanding.

What type of reader is my child?

The comprehension element of reading is made up of several different parts Linguistic processes – understanding the vocabulary, the meaning of the words/parts of words. Meta-cognitive processes – use your memory/what we know and do not know. World knowledge/experience – good general knowledge, experience of the world.

The circumference of the Earth is 24,000 miles.

How do we teach reading? Reading skills are taught explicitly every day. Each week there will be whole class teaching of one reading domain (words in context, retrieval, inference, summarising, predicting, identifying how meaning is enhanced and making comparisons). 1:1 reading continues for younger children and those who struggle with fluency. Modelling and echoing of texts. Explicit teaching of the skills needed to answer comprehension questions verbally and in written form. Discussion and teaching about the wider context and background.

How to ask effective questions. Literal/retrieval questions – these are the most simple and require a look and find strategy. Inference questions – this is about asking children to find clues and read between the lines. For example: How do you know…? Why did X do that? How did X react? What does this tell us about them? How do you know where the story is set? What clues does the author give? How do you feel about X? Deduction/opinion – children will apply good world/general knowledge for these.