Reading

At Our Lady, we believe that the successful teaching of reading:

  • uses a balance of phonics and meaning-focused approaches
  • creates high levels of engagement and pleasure in reading
  • develops children’s understanding of texts
  • plays with language, stories and rhymes
  • gives children plenty of experience of putting texts to use
  • respects the experiences of language and literacy that children bring to school
  • helps children to recognise themselves and their experiences in what they read.

In achieveing this we support the children’s development of reading by ensuring that they secure the expected standards of each National Curriculum year group. We promote a phonics based approach to the teaching of early reading so, from their first days with us in Reception Class, the children will begin to learn the phonic/grapheme correspondence of the alphabet letters. We use Read Write inc as the basis for this. More information relating to  Rwi can be found by clicking here.

We have a range of levelled scheme based reading books, which are used for home reading and guided reading in school. These are supported by ‘real books’ too, which have been book banded to ensure that every child is enabled to access quality reading materials which are well matched to their reading ability and will support the acquisition of the reading skills expected of the National Curriculum.

To find out more about the reading curriculum in each year group, please click on the supporting information below.

Reception

Reading in Reception

In Reception, your child will be taught phonics, a method of learning to read words. In school we use the Read Write inc phonics based reading and writing scheme. This helps the children learn to read letters by saying the sounds they represent. They can then start to read words by blending individual sounds together to make words.

It is really important that children (and adults) learn and and use the ‘pure’ sounds. This will ensure that children are able to blend the sounds correctly and efficiently. You can check how to pronounce the pure sounds by viewing the following links.

Oxford Owl – How to pronounce pure sounds.

Read Write inc – Phoneme prounuciation guide

You may also find the Rwi frequently asked questions document useful too.

Alongside learning to decode the words on the page, your child will also learn comprehension skills. This helps them to make sense of what the words say and what the text means. Together, these skills will help your child on their way to becoming a keen and confident reader.

Rwi – parent faqs

Word reading and comprehension in Reception

To meet the Early Learning Goal for Reading children are required to:

  • read and understand simple sentences.
  • use phonic knowledge to decode regular words and read them aloud accurately.
  • read some common irregular words.
  • demonstrate an understanding when talking with others about what they have read.

For more information about reading in Reception and ideas to assist with this – click on the link to Oxford Owl – EYFS Reading

Year 1

Reading in Year 1

Your child will have left the Early Years Foundation Stage behind in reception, although some goals may be carried on with them as they move into Year 1. This will be their first year of the National Curriculum.

Like all year groups, Year 1 has government statutory schemes of learning to follow. The children will be assessed at the end of the year to see if they have reached the expected standard. All children are supported in order to achieve this and are given extra support and guidance if needed.

In Year 1, your child will have a growing knowledge of phonics and will be building up a range of reading skills. The focus is now on developing their phonics and comprehension skills as they become confident and fluent readers. They will continue to engage in daily Read Write inc lessons. Please remember to ensure that your child uses the pure sounds when reading. A guide to the pure sounds can be found here.

In June, your child will take the phonics screening check to make sure they are reading at the expected level. For information about the check, see the Oxford Owl Phonics screening check page.

In additon to Rwi, the children will learn English through all sorts of wonderful stories and they will also act out stories that may be familiar to you at home. They will plan and write their own wonderful creative stories, design posters, and leaflets. They will learn to write in sentences and to use exciting language – all while improving their handwriting. You will probably be amazed at their development on your first parents’ evening!

Word reading and comprehension in Year 1

Children will learn to:

  • apply phonic knowledge and skills as the route to decode words
  • respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
  • read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
  • read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
  • read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
  • read other words of more than one syllable that contain taught GPCs
  • read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)
  • read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
  • develop pleasure in reading, motivation to read, vocabulary and understanding by:
    • listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
    • being encouraged to link what they read or hear read to their own experiences
    • becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
    • recognising and joining in with predictable phrases
    • learning to appreciate rhymes and poems, and to recite some by heart
    • discussing word meanings, linking new meanings to those already known.
  • understand both the books they can already read accurately and fluently and those they listen to by:
    • drawing on what they already know or on background information and vocabulary provided by the teacher
    • checking that the text makes sense to them as they read and correcting inaccurate reading
    • discussing the significance of the title and events
    • making inferences on the basis of what is being said and done
    • predicting what might happen on the basis of what has been read so far.
  • participate in discussion about what is read to them, taking turns and listening to what others say
  • explain clearly their understanding of what is read to them.

For more information about reading in Year 1 and ideas to assist with this – click on the link to Oxford Owl – Year 1 Reading

Year 2

Reading in Year 2

In Year 2, your child will be building up a range of reading skills. They should have strong phonics knowledge and growing comprehension skills, which will help them read more broadly, confidently, and fluently.

In May, your child will take their Key Stage 1 SATs. The tests include maths and English sections, as well as two reading papers. To find out about the SATs and how you can help your child prepare, visit our Key Stage 1 SATs page.

Word reading and comprehension in Year 2

Children will learn to:

  • continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
  • read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
  • read accurately words of two or more syllables that contain the same graphemes as above
  • read words containing common suffixes
  • read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
  • read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
  • read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
  • re-read these books to build up their fluency and confidence in word reading.
  • develop pleasure in reading, motivation to read, vocabulary and understanding by:
    • listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
    • discussing the sequence of events in books and how items of information are related
    • becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
    • being introduced to non-fiction books that are structured in different ways
    • recognising simple recurring literary language in stories and poetry
    • discussing and clarifying the meanings of words, linking new meanings to known vocabulary
    • discussing their favourite words and phrases
    • continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear.
  • understand both the books that they can already read accurately and fluently and those that they listen to by:
    • drawing on what they already know or on background information and vocabulary provided by the teacher
    • checking that the text makes sense to them as they read and correcting inaccurate reading
    • making inferences on the basis of what is being said and done
    • answering and asking questions
    • predicting what might happen on the basis of what has been read so far
    • participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say.

For more information about reading in Year 2 and ideas to assist with this – click on the link to Oxford Owl – Year 2 Reading

Year 3

Reading in Year 3

In Years 3 and 4 (lower Key Stage 2) share the same curriculum targets.

By the beginning of Year 3, your child should be able to independently read a range of books. They should be able to read them accurately and quickly enough to be able to focus on what they are reading instead of on each word. They should be able to understand words outside their normal everyday vocabulary.

We aim for them to become independent, fluent and enthusiastic readers who read widely and frequently. They should be developing their understanding and enjoyment of stories, poetry, plays, and non-fiction, and learning to read silently.

Word reading and comprehension in Year 3

Children will learn to:

  • apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet
  • read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.
  • develop positive attitudes to reading and understanding of what they read by:
    • listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
    • reading books that are structured in different ways and reading for a range of purposes
    • using dictionaries to check the meaning of words that they have read
    • increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
    • identifying themes and conventions in a wide range of books
    • preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
    • discussing words and phrases that capture the reader’s interest and imagination
    • recognising some different forms of poetry (for example, free verse, narrative poetry)
  • understand what they read, in books they can read independently, by:
    • checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
    • asking questions to improve their understanding of a text
    • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
    • predicting what might happen from details stated and implied
    • identifying main ideas drawn from more than one paragraph and summarising these
    • identifying how language, structure, and presentation contribute to meaning
    • retrieve and record information from non-fiction

Fore more information about reading in Year 3 and ideas to assist with this – click on the link to Oxford Owl – Year 3 Reading

Year 4

Reading in Year 4

In Year 4, your child should be able to independently read a range of books. They should be able to read them accurately and quickly enough to be able to focus on what they are reading instead of on each word. They should be able to understand words outside their normal everyday vocabulary.

We aim for them to become independent, fluent and enthusiastic readers who read widely and frequently. They should be developing their understanding and enjoyment of stories, poetry, plays, and non-fiction, and learning to read silently.

Word reading and comprehension in Year 4

Children will learn to:

  • apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet
  • read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.
  • develop positive attitudes to reading and understanding of what they read by:
    • listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
    • reading books that are structured in different ways and reading for a range of purposes
    • using dictionaries to check the meaning of words that they have read
    • increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
    • identifying themes and conventions in a wide range of books
    • preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
    • discussing words and phrases that capture the reader’s interest and imagination
    • recognising some different forms of poetry (for example, free verse, narrative poetry)
    • understand what they read, in books they can read independently, by:
  • checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
    • asking questions to improve their understanding of a text
    • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
    • predicting what might happen from details stated and implied
    • identifying main ideas drawn from more than one paragraph and summarising these
    • identifying how language, structure, and presentation contribute to meaning
    • retrieve and record information from non-fiction

Fore more information about reading in Year 4 and ideas to assist with this – click on the link to Oxford Owl – Year 4 Reading

Year 5

Reading in Year 5

At the beginning of year 5, pupils should be able to read aloud a wider range of poetry and books written at an age-appropriate interest level with accuracy and at a reasonable speaking pace.

They should be able to read most words effortlessly and to work out how to pronounce unfamiliar written words with increasing speed. If the pronunciation sounds unfamiliar, they should ask for help in determining both the meaning of the word and how to pronounce it correctly.

 

Word reading and comprehension in Year 5

Children will learn to:

  • apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.
  • maintain positive attitudes to reading and an understanding of what they read by:
    • continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
      reading books that are structured in different ways and reading for a range of purposes
    • increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
    • recommending books that they have read to their peers, giving reasons for their choices
    • identifying and discussing themes and conventions in and across a wide range of writing
    • making comparisons within and across books
    • learning a wider range of poetry by heart
    • preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
    • checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
      asking questions to improve their understanding
    • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
    • predicting what might happen from details stated and implied
  • maintain positive attitudes to reading and an understanding of what they read by:
    • continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
      reading books that are structured in different ways and reading for a range of purposes
    • increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
    • recommending books that they have read to their peers, giving reasons for their choices
    • identifying and discussing themes and conventions in and across a wide range of writing
    • making comparisons within and across books
    • learning a wider range of poetry by heart
    • preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
  • understand what they read by:
    • checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
      asking questions to improve their understanding
    • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
    • predicting what might happen from details stated and implied
    • summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas
    • identifying how language, structure and presentation contribute to meaning
    • discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
    • distinguish between statements of fact and opinion
    • retrieve, record and present information from non-fiction
    • participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
    • explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
    • provide reasoned justifications for their views.

For more information about reading in Year 5 and ideas to assist with this – click on the link to Oxford Owl – Year 5 Reading

Year 6

Reading in Year 6

During Years 5 and 6, teachers will emphasise children’s’ enjoyment and understanding of language to support their reading and writing. Children’s knowledge of language, gained from stories, plays, poetry, non-fiction, and textbooks, will support their fluency as readers, their ability as writers, and their comprehension.

By the end of Year 6, children’s reading and writing should be sufficiently fluent for them to manage the general demands of the curriculum in Year 7, across all subjects.

In Years 5 and 6, children’s confidence, enjoyment, and mastery of language will be extended through public speaking, performance, and debate, so it is important to continue to hear your child read aloud two-three times a week.

Word reading and comprehension in Year 6

Children will learn to:

  • apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.
  • maintain positive attitudes to reading and an understanding of what they read by:
    • continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
    • reading books that are structured in different ways and reading for a range of purposes
    • increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
    • recommending books that they have read to their peers, giving reasons for their choices
    • identifying and discussing themes and conventions in and across a wide range of writing
    • making comparisons within and across books
    • learning a wider range of poetry by heart
    • preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
  • understand what they read by:
    • checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
    • asking questions to improve their understanding
    • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
    • predicting what might happen from details stated and implied
    • summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas
    • identifying how language, structure and presentation contribute to meaning
  • discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
  • distinguish between statements of fact and opinion
  • retrieve, record and present information from non-fiction
  • participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
  • explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
  • provide reasoned justifications for their views.

For more information about reading in Year 6 and ideas to assist with this – click on the link to Oxford Owl – Year 6 Reading