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

2. Reading at School: What we do
Reading words
Comprehension

3. 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. 4 main skills and attitudes to reading
Love of books
Knowing how books work
Phonics
Comprehension

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

7. 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.

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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.

15. 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.

16. Reading with your child

17. 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.

18. 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)

19. Books in the home………

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

21. 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.)

22. 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

23. When? ~ set up routines…….

24. 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

25. 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