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Reading at KS1 & KS2

Reading in EYFS & KS1

Our reading in Early Years & Key Stage 1 is tightly linked to our writing as we use the Talk for Writing approach. The children hear a story being read to them. They learn to orally recite the story (using story maps co-created as a prompt) and they act out the story. Once the children know the text really well they 'read it as a reader'.  This involves in depth discussions around the text, focussing heavily on vocabulary and oral comprehension. They are encouraged to express opinions on their likes and dislikes regarding the text in order to improve their own writing.  Reading comprehension strategies such as: summarising, imaging, predicting and making connections are taught explicitly. 

Texts taught in this detail are:

Term/ Year Group

Reception

Year 1

Year 2

Autumn 1

Goldilocks

 

Billy Goats Gruff

Rumplestiltskin

Autumn 2

Little Red Hen

 

Cinderella

Hansel & Gretel

Spring 1

Jack & the Beanstalk

Farmer Duck

Meerkat Mail

Spring 2

We’re going on a Bear Hunt

The Tiger who Came to Tea

Traction Man

Summer 1

The Hungry Caterpillar

Peace at Last

The Lighthouse Keepers Lunch

Summer 2

Dear Zoo

Dogger

Whole class text transition into juniors:

Fantastic Mr Fox

 

 

 

   

 

Reading in KS2

We teach reading through whole class books and occasional extracts. Each class has set texts and we have 30 copies of each. These have been carefully chosen for quality and appeal.

Year 3

Year 4

Year 5

Year 6

The Tear Thief by Carol Ann Duffy

The Iron Man by Ted Hughes

Holes by Louis Sach

War Horse by Michael Morpurgo

The Witches Tears by Jenny Nimmo

 

 

The Butterfly Lion by Michael Morpurgo

Kensuke’s Kingdom by Michael Morpurgo

Shadow by Michael Morpurgo

The Hundred Mile an Hour Gog by Jeremy Strong

The Witches by Roald Dahl

Charlotte’s Web by EB White

 

Diary of a killer cat by Anne Fine

The Hodgeheg by Dick King Smith

Krindlekrax by Philip Ridley

 

 

Throughout the year we also use extracts, non-fiction texts and poems.

 

We focus on teaching children to understand the vocabulary within the text, how the text relates to them and teach them explicitly the reading skills of inference, prediction, explanation, retrieval & summary.

 

Our vocabulary teaching offers rich information about words and their uses. We want our teaching to provide frequent and varied opportunities for children to think about and use words that will enhance their language and comprehension.

 

It’s much more effective to learn about words orally because of the body language and the intonation.

 

Reading aloud and regularly discussing words will add much more than simply relying on incidental exposure to words through the whole class reading book.

 

Day 1. Vocabulary day

 

Day 2. Text to self / text to text / text to world

 

Day 3. Skills teaching (VIPERS)

 

Day 4. Reading Comprehension (VIPERS)

 

Day 5. Reading Comprehension (VIPERS)

 

The daily class reading book (in addition to whole class reader):

Each class has a book on the go that the teacher reads at the end of each day. This could be a novel with chapters, picture book, non-fiction book or poetry. It should be a relaxed time where children unwind at the end of the day, listening to a book being read really well.

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