Curriculum Rationale for English
Intent:
The school community is characterised by wide-ranging socio-economic backgrounds and a diverse community of languages and heritage; therefore, our curriculum ensures English is the thread that weaves through our learning journey and guarantees an inclusive and language rich offer for all including those who have special educational needs, disabilities or indeed the most disadvantaged.
We believe that to be literate is to gain a voice and to participate meaningfully and assertively in decisions that affect one’s life. To be literate is to gain self-confidence. To be literate is to become self-assertive. Literacy enables people to read their own world and to write their own history. Literacy provides access to written knowledge – and knowledge is power. In a nutshell, literacy empowers.
Our English curriculum offers a coherently planned sequence of lessons to support teachers ensure they have progressively covered the skills and concepts required in the National Curriculum. It aims to develop Literacy skills and concepts which are transferable to whatever area of the curriculum is being studied and will equip pupils for future learning.
Principles
- Language is central to a pupil’s sense of identity, belonging and development.
- All staff share responsibility for developing literacy skills and must work together to create an inspiring, motivating literacy environment that supports all pupils.
- Literacy in home languages is valued and utilised.
Essentials for English:
- At Malorees our intention is that pupils become enthusiastic THRIVING readers and develop a life-long love of books
- We want children to enjoy a range of high-quality literature encompassing fiction, non-fiction, and poetry books in school and at home
- We want our children to be independent, hardworking, literate and fluent.
- To be able to communicate their ideas and emotions effectively.
- To write clearly, accurately and coherently.
- To be able to talk confidently in different circumstances.
- To listen to others and learn from them.
Implementation
Phonics: Consistency in Approach
We believe that consistency is the key to providing structure for phonics and reading. All teachers and learning assistants that have been trained to teach phonics use the same supporting vocabulary, gestures and structures.
We use the Read, Write, Inc (RWI) programme to deliver a highly successful, rigorous reading programme which is carefully matched to the curriculum. Children progress through 3 sets of sounds, allowing them to learn the essential ‘building blocks’ of words to help them read and spell with greater fluency.
All staff who deliver the RWI programme have been trained which has given them the skills, knowledge, and confidence to plan, deliver and assess phonics to a high standard.
Staff are very clear on half termly progress expectations. Our RWI coordinator, teachers and learning assistants use their professional judgement daily to assess the children in their group and identify any gaps in children’s phonetic knowledge.
Throughout Early Years and KS1, children are assessed formally each half term and placed into groups alongside children with the same phonics’ knowledge. Daily observations and formative assessments of children’s phonic knowledge, coupled with a robust assessment approach each half term, ensures children are given two RWI reading books that are matched to their phonic understanding, and the acquisition of sounds which have been taught; ensuring they gain confidence and consolidate the learning that takes places in school.
In KS1, RWI is followed for four days week. In these sessions children learn new sounds, read words that cannot be decoded (red words) and apply this knowledge when reading decodable RWI books. Children re-read their book 5 times; helping develop their fluency.
The RWI programme develops writing and spelling alongside reading. Children continue on the Read, Write Inc programme until they have completed Grey books and are able to read 90-100 words a minute; for most children this is at the end of Autumn term in Year 2.
Once children are secure in their sounds and are reading fluently, they progress to Destination Reader Light. This programme introduces children to four key focus reading strategies (Predicting, Clarifying, Summarising, Inferring) and the format of Destination Reader, ready for KS2.
Further application of Phonics throughout the school day:
Phonics targeted RWI tutoring and small group interventions are delivered by trained learning assistants to KS1 and KS2 pupils, whom require additional support with Phonics. Reception teachers support target pupils with additional phonics support throughout the day.
Reading
Reading whole school:
In EYFS, we promote early reading in children as soon as they arrive with us in September as we believe this underpins their natural curiosity of storytelling and enjoyment of stories. We instil a love of reading with various stories, nursery rhymes, songs and poems that can be enjoyed with the children during whole class carpet sessions.
In Reception, we focus on a high-quality text and we provide opportunities for the children to sequence, retell and use role play to develop their imagination and own ideas of storytelling
Within every area of early years’ provision, children are exposed to a wealth of rich reading opportunities. Within our indoor and outdoor environment, we also use a multi-sensory approach to embed sound recognition and provide ample opportunities for the children to apply their learning within their play, both independently and adult led.
In KS1, the Friday lesson places an emphasis on developing comprehension skills, with children reading or listening to natural language texts and answering comprehension questions.
From the Spring term, all pupils in Year 2 do a Destination Reader ‘Big Picture‘ lesson where they apply a range of reading strategies to a reading comprehension as a whole class.
From Y3-Y6 we follow the Destination Reader approach to teaching KS2 reading skills. This scheme of work ensures all classes are exposed to a wide variety of high-quality texts across a range of genres. Seven reading strategies are taught explicitly:
- Predicting
- Inferring
- Asking Questions
- Evaluating
- Clarifying
- Making Connections
- Summarising
Key learning behaviours are taught as part of Destination Reader as well as promoting reading for enjoyment. These are consolidated by revising half termly and repeating from Y3 to Y5 Spring term. From the summer term onwards, Y5 are introduced to the combined strategies approach where all reading strategies are embedded and applied.
Teachers use Destination Reader resources to plan innovatively, and they use a combination of discreet and cross-curricular learning approaches so that the children truly appreciate out literary heritage. In turn, this enhances our children’s vocabulary through exposure to high quality texts.
The format of Destination Reader consists of two days of whole class focus on one strategy with short comprehension tasks (selfies), two days of instructional reading as guided reading sessions which are a combination of teacher-led work, follow on activities, comprehension activities, independent reading and sometimes to simply read for pleasure. On the fifth day children apply a range of strategies to a written comprehension called ‘Big Picture’. Throughout these carefully planned lessons, all children have access to the same book, vocabulary, and discussion, and are given the opportunity to work alongside their peers to enhance their reading skills further. Talk is central to Destination Reader.
Reading at home:
As a school, we promote reading for pleasure and aim to inspire a lifelong love of reading. All children, from Reception to Year 6, have a Reading Journal and children are expected to have their reading journals in school and to take them home every day.
We maintain high expectations that all children should be reading for 20-30 minutes every day at home. Parents in EYFS and KS1 are expected to write comments in their child's reading journal to show that they are reading daily and as a way of communicating. Children in KS2 write in their reading journal daily. This is monitored by class teachers once a week.
After children have completed the RWI programme, they move on to colour banded books. Children are assessed regularly using PM benchmarking and running records to assign pupil’s book band level. This ensures children are reading a book with an appropriate level of challenge and ensures children continue to improve their reading skills, as well as their fluency.
By the end of Y6 they may be on cream/silver instructional readers or be ‘free readers’ and choose their own reading books, either from the wide selection of books we have to offer or a book they choose from home. In addition, children across the school also choose a free reader or book of choice to develop their reading (or listening) for pleasure.
We strongly encourage parents to help children understand what they are reading by asking them questions about their book, before, during and after reading.
Story time
We recognise the importance of children being ‘read to’ and having the opportunity to be able to sit and listen to a ‘storyteller’. Teachers share stories, poems and non-fiction texts including newspapers, information books regularly to the children and use this opportunity to show their passion about books and read some of their favourite novels.
In EYFS children may be read a number of books throughout the day, in whole class, small groups and 1:1 session. In these sessions, children listen and discuss a wide range of poems, stories and non-fiction books at a level beyond that at which they can read independently. Stories are a powerful tool for helping children develop knowledge and understand the wider curriculum, as well being a tool for developing emotional literacy through discussion and illustrating key learning attributes and behaviour.
Whole School Reading Events
At Malorees we celebrate World Book Day and many events take place during World Book Week. We hold a parents’ World Book Reading morning, which is an opportunity for parents to come into school early with their child to share their favourite stories. Parents are encouraged to come in and share their favourite stories with the class. During World Book Week, and throughout the year, we invite authors into school to read their books, and talk about their writings, what inspired their writing and life as an author.
Reading workshops:
We recognise the importance of parental engagement and children reading at home with their families, therefore during the first few weeks of Reception, all parents are invited to attend ‘An Introduction to RWI Phonics’ workshop whereby they are given an overview of the expectations of reading at Malorees Infant and Junior School. This includes an insight into what a daily lesson looks like, how physical phonics can be implemented at home, and what our home reading books entail. To conclude the workshop, all our families are provided with a RWI phonics pack to ensure children are given the opportunity to continue to rehearse, consolidate and apply their phonic knowledge at home.
Additionally, we hold workshops for parents to introduce them to the Destination Reader programme and support parents with how to guide their child with reading at home.
Library and Classroom Book Corners
Teachers utilise our school library in a variety of ways; using it to support their English lessons but also to enhance reading in the foundation subjects, for example, retrieving information to support children’s understanding of what life was like in the Victorian era. Each of our classrooms has a vibrant and inviting reading corner to encourage home reading. Our reading corners include a range of high-quality texts and novels, as well as topic focus texts to support reading in the wider curriculum.
Individual Reading
In addition to group reading and whole class reading, some children in school are taught reading on a one-to-one basis with an adult. These children will be identified following formative and summative assessments, pupil progress meetings and prioritising Pupil Premium, EAL and SEND and will include the bottom 20% of readers in each class.
We use NFER (National Foundation for Educational Research) reading assessments which provide an individual standardised scores for reading in addition to using RWI / PM Benchmarking assessments and reading observations in class. This information is collected to enable teachers to form an assessment judgment. From this, pupils are identified as needing extra reading support and receive reading interventions across the school including 1:1 RWI tutoring, small group reading sessions and 1:1 reading booster sessions.
When listening to children read, adults record comments based on phonics, decoding, fluency and comprehension. If a child makes a mistake or struggles to read a word during these sessions, priority will be given to phonically decoding the word before looking at other strategies such as finding patterns, root words or context. Interventions such as paired-reading and other strategies will be used where deemed appropriate and effective.
Pupils identified as having SEND or EAL (new to English) participate in vocabulary building interventions such a Word Aware and Colourful Semantics which are led by a combination of the speech and language therapist, Inclusion team and support staff. Some specific pupils receive a more personalised provision to target their reading ability and use Shape Coding to scaffold their reading.
Oracy
Promoting oracy in class lessons
Speaking and listening skills are vital for pupils’ development across the curriculum, and provide the foundations for development in both reading and writing. Discussion is a vital part of all teaching and learning at Malorees Infant and Junior Primary School, in order for the pupils to understand their own views and the views of others. We encourage pupils to express themselves confidently and to communicate fluently and articulately, with clarity and purpose, in an interesting and varied manner. Similarly, they are encouraged to listen and to appreciate other speakers.
There are many opportunities throughout the school day for pupils to practice oracy. Talk partners are an embedded practice in all classrooms, where children practice turn taking, they get to discuss their ideas and share their thoughts. This is in addition to the rich key vocabulary children are introduced to at the start of each unit of work/introduction to the class book with their definitions, which children learn and use in context, in lessons.
Oracy related targeted interventions:
Individual children in Early Years take part in an intervention programme which aims to improve the early oracy of children. Regular meetings are held between Early Years teachers and learning assistants to identify intervention children and monitor the progress made by individual children.
Handwriting
The Nelson Handwriting scheme is used to teach cursive writing and pupils are aiming to achieve a pen license. Handwriting is taught by joining letters which is introduced midway through year one, and/or once children can confidently form and write letters correctly. This helps with spelling, as research tells us that seeing words as a whole, rather than a series of isolated letters, helps us memorise and spell words correctly. Joined writing also helps pupils write more, increasing the speed of writing and fluency. Teachers are expected to modelled cursive handwriting consistently in all subjects and on all working walls.
Across the school there are discreet handwriting sessions each week. In addition, handwriting forms part of early morning activities and is a focus in Phonics and spelling lessons. These focus on letter formation cursive from the line is taught and modelled by teachers.
Children of KS2 are expected to use black pens when writing however their pen licence would be revoked by the class teacher if handwriting and presentation in books starts to regress. We have a system at Malorees Infant and Junior School, where children have to earn their pen license and are to evidence this to the senior leadership team (with evidence of 3 pieces of work in different books) in order to gain their pen license again.
Spelling and Grammar
The school uses No Nonsense spelling to support the teaching of spellings. Children are assigned 10 words a week that they must learn in preparation for the Friday spelling tests. The words assigned to each year group is in line with the national curriculum and includes high frequency words and common exception words.
Spelling and grammar is currently integrated into the lessons, however consideration is being given to a discrete lesson in the light of high numbers of pupils with EAL and the fact that pupils are learning other languages.
Impact:
Attainment in phonics is measured by the Phonics Screening Test at the end of Year 1. Our data (2020 and 2021 Covid 19 withstanding) is showing the impact of RWI in our results; 89% in 2021 and 81% 2022.
Since Destination Reader was introduced in 2017 the impact can be seen in our KS2 reading results which are above national standard for expected and greater depth; 71% in 2017, 75% in 2018, 76% in 2019, 77% in 2022 (37% reached the higher standard).
At the end of year 6, pupils’ reading should be sufficiently fluent and effortless for them to manage the general demands of the curriculum in year 7, across all subjects and not just in English.
All pupils will be able to read with accuracy, speed, confidence, fluency and understanding, ready to access the secondary school curriculum. All pupils will make at least good progress from their starting points.
Pupils have started their journey with the foundations to continue to develop a life-long love of books and reading for pleasure.
Year Group Recommended Reading Lists
EYFS Recommended Reading List (Nursery & Reception)
Years 1 & 2 Recommended Reading List
Years 3 & 4 Recommended Reading List
Years 5 & 6 Recommended Reading List
Malorees Junior and Infant School-Subject Curriculum Map-Phonics & Reading
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Year Groups |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Reception EYFS- RWI Expected Book Level |
Group A Baseline Group B Autumn1 |
Ditty: Set 1 Group C CVC Blending Verbal |
Ditty Read simple sentences |
Red Ditties |
Green Ditties
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Purple Ditties |
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Skills/knowledge/concepts
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Pupils Will: -explore and experiment with sounds words and texts -hear and say sounds in words in the order in which they occur. -blend CVC words and recognise common digraphs. -link sounds to letters, naming and sounding letters of the alphabet |
Pupils Will: -link sounds to letters, naming and sounding letters of the alphabet -explore and experiment with sounds, words and texts -hear and say sounds in words in the order in which they occur -blend CVC words and recognise common digraphs -use their phonic knowledge to read simple regular words and make phonetically plausible attempts at longer and more complex words |
Pupils Will: -link sounds to letters, naming and sounding letters of the alphabet -explore and experiment with sounds words and texts -hear and say sounds in words in the order in which they occur -blend CVC words and recognise common digraphs -use their phonic knowledge to read simple regular words and make phonetically plausible attempts at longer and more complex words -read automatically high frequency words -use phonics to read unknown or difficult words |
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Phonics–RWI phonics sets Skills/knowledge/concepts |
Set 1 A: m, a, s, d, t, I, n, p, g, o, c,k, u, b, f, e |
Set 1 B: l ,h, r, j,v ,y, w, th, x, Special Sound or friends?: th? ng, nk, z, ch, qu Set C? |
ay, ee, igh, ow ,oo, oo, ar?pink? Reinforce Set 1 ABC |
ar, or, air, ir, ou, oy - orange? Reinforce Special Friends? |
Consolidation and revisit of sounds and sentences work |
Consolidation and revisit of sounds and sentences work |
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Home Reader Nursery: Read for Pleasure/Picture book to share with adult at home X2 per week
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Read for Pleasure/Picture book to share with adult X2 per week |
Read for Pleasure/Picture book to share with adult X2 per week Start RWI home resources matched to phonic assessment |
Read for Pleasure/Picture book to share with adult X2 per week RWI home reading resources matched to phonic assessment |
Read for Pleasure/Picture book to share with adult X2 per week RWI home reading resources matched to phonic assessment |
Read for Pleasure/Picture book to share with adult X2 per week RWI home reading resources matched to phonic assessment |
Read for Pleasure/Picture book to share with adult X2 per week RWI home reading resources matched to phonic assessment |
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Development Matters National Curriculum end of Key Stage Expectations |
-enjoys rhyming and rhythmic activities -shows awareness of rhyme and alliteration -recognises rhythm in spoken words. -listens to and joins in with stories and poems, one-to-one and also in small groups -joins in with repeated refrains and anticipates key events and phrases in rhymes and stories -beginning to be aware of the way stories are structured -suggests how the story might end -listens to stories with increasing attention and recall
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-describes main story settings, events and principal characters -shows interest in illustrations and print in books and print in the environment -recognises familiar words and signs such as own name and advertising logos -looks at books independently -handles books carefully -knows information can be relayed in the form of print -holds books the correct way up and turns pages -knows that print carries meaning and, in English, is read from left to right and top to bottom. |
-continues a rhyming string -hears and says the initial sound in words -can segment the sounds in simple words and blend them together and knows which letters represent some of them -links sounds to letters, naming and sounding the letters of the alphabet. -begins to read words and simple sentences. -uses vocabulary and forms of speech that are increasingly influenced by their experiences of books -enjoys an increasing range of books -knows that information can be retrieved from books and computers Early Learning Goal |
Early Learning Goal -children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately -children read some common irregular words. They demonstrate understanding when talking with others about what they have read. |
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Year 1 RWI-Expected Book Level |
Aut 1: Purple Ditties
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Aut 2: Pink Ditties |
Spr 1: Orange Ditties
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Spr 2: Yellow Ditties |
Sum 1: Yellow Ditties
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Sum 2: Blue Ditties |
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Skills/knowledge/concepts
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Pupils Will: -blend CVC words and recognise common digraphs -use their phonic knowledge to read simple regular words and make phonetically plausible attempts at longer and more complex words -use phonics to read unknown or difficult words -recognise all common digraphs -read automatically high frequency words -use their phonics skills to decode and read words - read words containing the plural s (cats) -read words containing the suffix ing. (play-ing)- Where root word stays the same -read all the year one common exception words. -read aloud accurately books that are consistent with my developing phonic knowledge and that do not require me to use other strategies to work out words -re-read words as a method of self-correcting -know that fiction is not real and non-fiction is fact based -use the pictures on a front cover to make simple predictions of what a text might be about -use of picture cues, I can orally retell some traditional tales -take part in a discussion about what I have read; taking turns and listening to what others have to say -recognise and join in with predictable phrases -attempt to make some sensible guesses for the meaning of new words -recognise which texts are fiction and which texts are non-fiction -predict what a book might be about based on the front cover -listen to and respond to questions about a wide range of texts |
Pupils Will: -recognise all common digraphs and trigraphs, including more complex long vowel phonemes -read automatically high frequency words -read longer words including two- and three-syllable words -use phonics skills to speedily decode and read set 3 sounds -read accurately by blending sounds in unfamiliar words containing sounds up to set 3 -read other words of more than one syllable that contain sounds up to set 3 -read aloud accurately books that are consistent with my developing phonic knowledge and that do not require me to use other strategies to work out words - re-read books to build up my fluency and confidence in word reading. -discuss word meanings, linking new meanings to those already known. -use non-fiction texts to select basic information -predict what might happen next in a text that has been read -orally retell some traditional tales using story language -listen to and discuss a wide range of texts (discussion appropriate and child initiated) -think of other stories that have similarities to the story I am reading |
Pupils Will: -begin to confidently read texts beyond that which are age appropriate. -make confident attempts at reading words with more than one syllable, (beyond set 3 sounds) -begin to read common exception words beyond year 1. -make a sensible guess as to the meaning of unfamiliar words, using my own experiences and other texts I have read. -make connections with ideas from the text and something they have experienced -independently use non-fiction texts to find information. -predict what might happen next in a text that is read, giving reasons for their thinking -orally retell some traditional tales using story language which include descriptions of characters and settings -pose and present questions and ideas about a text -use syntax and context to self-correct when reading for accuracy and meaning -read all the year one common exception words and can recognise unusual links between spelling and sound. -read words with contractions and understand that the apostrophe represents the omitted letter (s)
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Phonics–RWI phonics sets 2 and 3 Skills/knowledge/concepts |
ea oi a_e e_e i_e o_e u_e |
aw, are, ur, er, ow, ai |
oa, ew, ire, ear, ure |
Initial blends- e.g- fr, tr, cr, ph
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Phase 6- spelling patterns, rules, decoding and encoding suffixes and prefixes, word substations in sentences |
Consolidation and revisit of sounds and sentences work |
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Home Reader Level (RWI) |
Read for Pleasure/Picture book to share with adult X2 per week RWI home reading resources matched to phonic assessment (purple) |
Read for Pleasure/Picture book to share with adult X2 per week RWI home reading resources matched to phonic assessment (pink) |
Read for Pleasure/Picture book to share with adult X2 per week RWI home reading resources matched to phonic assessment (orange) |
Read for Pleasure/Picture book to share with adult X2 per week RWI home reading resources matched to phonic assessment (yellow) |
Read for Pleasure/Picture book to share with adult X2 per week RWI home reading resources matched to phonic assessment (yellow) |
Read for Pleasure/Picture book to share with adult X2 per week RWI home reading resources matched to phonic assessment (blue) |
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National Curriculum end of Key Stage Expectations Word Reading |
Word Reading |
Reading Comprehension |
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Pupils should be taught 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 -re-read these books to build up their fluency and confidence in word reading. |
Pupils should be taught to: *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 -be encouraged to link what they read or hear read to their own experiences -become very familiar with key stories, fairy stories and traditional tales retelling them and considering their particular characteristics -recognising and joining in with predictable phrases -learn to appreciate rhymes and poems, and to recite some by heart -discuss 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 |
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Year 2 RWI-Expected Book Level |
Blue Ditties
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Grey Ditties |
Grey Ditties/Light DR PM Benchmark Purple/Gold
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Grey Ditties/Light DR PM Benchmark Purple/Gold |
Grey Ditties/Light DR PM Benchmark Gold/White/Lime
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Grey Ditties/Light DR PM Benchmark Gold/White/Lime
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Skills/knowledge/concepts
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Pupils Will: -Recognise common digraphs and trigraphs, exploring word families -Routinely apply phonic knowledge for reading unknown or difficult words -use syntax, context and word structure when reading for meaning -use knowledge of word structure to support reading, including polysyllabic words -read accurately by blending the sounds in words that contain the common graphemes for all 40+ phonemes. -read accurately by recognising alternative sounds for graphemes. - read accurately words of two or more syllables that contain the same grapheme-phoneme correspondences (GPCs) -read many common exception words -read aloud many words quickly and accurately, without overt sounding and blending -sound out many unfamiliar words accurately -developing confidence in reading the common exception words -read aloud books closely matched to my phonic knowledge, -re-read books to build up fluency and confidence in word reading -listen to and discuss a wide range of texts -recognise simple recurring literary language in stories and poetry -confidently retell some traditional tales and fairy stories using story language which include descriptions of characters and settings -know that there are different types of non-fiction texts (dictionary, topic based books, newspapers) -identify some unknown words and question their meaning. -discuss my favourite character/part of a text -link ideas from the text to some of my own experiences. -begin to check what I read makes sense by asking questions -ask and answer basic retrieval questions about a text that is read to me -predict what a book might be about using the clues on the front cover and the blur -take part in a discussion about what I have read; taking turns and listening to what others have to say. (adult led) |
Pupils Will: -recognise less common digraphs and trigraphs, exploring word families -routinely apply phonic knowledge for reading unknown or difficult words -use knowledge of word structure to support reading, including polysyllabic words -read accurately most words of two or more syllables. -read most words containing common suffixes.* -read most common exception words.* -read most words accurately and fluently without overt sounding and blending e.g. at over 90 words per minute. -sound out most unfamiliar words accurately, without undue hesitation -read all the year two common exception words and can recognise unusual links between spelling and sound. - I can listen to and discuss some of my views about a wide range of texts. (like/dislike) -discuss the sequence of events in books. -become increasingly familiar with and can retell a wider range of stories. -comment on some of the features of different non-fiction texts. (headings, dates, contents page) -discuss and clarify the meanings of words and starting to link new meanings to known vocabulary. -discuss my favourite words and phrases. -use new vocabulary explained to me to aid my understanding of texts. -check what I read makes sense by re-reading. -read confidently -make inferences on the basis of what is being said and done -ask and answer questions about a text. -predict what might happen next in a text. -listen to and respond to questions about a text I am reading in my group. |
Pupils Will: -Recognise less common digraphs and trigraphs, exploring word families -Routinely apply phonic knowledge for reading unknown or difficult words -Use knowledge of word structure to support reading, including polysyllabic words -Use syntax, context and word structure when reading for meaning -Recognise less common digraphs and trigraphs, exploring word families -Routinely apply phonic knowledge for reading unknown or difficult words -Use knowledge of word structure to support reading, including polysyllabic words -Use syntax, context and word structure when reading for meaning -decode regular and common exception words confidently -confidently read texts beyond that which are age appropriate. -read a wide variety of books of my own choice independently. -listen to, discuss and express views about a wide range of texts. -discuss the sequence of events in books and how items of information are related. -retell a wide range of stories. -recognise the way in which non-fiction texts are structured in different ways. -discuss and clarify the meanings of words, linking new meanings to known vocabulary. -describe and justify my favourite words and phrases in a discussion. -use what I already know, background information and vocabulary to help improve my understanding of texts. -check that the text makes sense to me as I read and correct inaccurate reading. -answer questions and make inferences on the basis of what is being said and done in book -answer questions about a text using evidence from the text. -make plausible predictions on what might happen next. -listen to and discuss a wide range of texts (discussion appropriate and child initiated). -listen to, discuss and express views about a wide range of texts with a partner and in a group. -predict what might happen on the basis of what has been read so far. - make inferences on the basis of what is said and done. - make links between the book I am reading and other books I have read |
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Phonics–RWI phonics sets 2/3 Skills/knowledge/concepts |
Set 2-Long vowel sounds Long vowel sounds ay, ee, igh, ow, oo ay, ee, igh, ow, ue air, or, ir, oy, ar, syllables |
Long vowel sounds ay, ee, igh, ow, ue air, or, ir, oy, ar, compound word –e.g. sun and flower syllables words suffixes –ing, -ed, s for plurals |
Set 2/3 ay, igh, oo, ow, ue, air, or, ir, ear, ire, -ture, -ure, our, tion, tious, cious, able, ible suffixes: ing, ed, s for plurals, ly,
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PM Benchmark Assessment Level |
N/A |
N/A |
19/20 21/22 |
19/20 21/22 |
21/22 23/24 |
21/22 23/24 25/26 |
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Home Reader Level |
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National Curriculum end of Key Stage Expectations Word Reading |
Word Reading |
Reading Comprehension |
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Pupils should be taught 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. |
Pupils should be taught to: *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 -become increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales -be introduced to non-fiction books that are structured in different ways -recognise simple recurring literary language in stories and poetry -discuss and clarifying the meanings of words, linking new meanings to known vocabulary -discuss their favourite words and phrases -continue to build up a repertoire of poems learnt by heart, and reciting some, with appropriate intonation to make the meaning clear |
Pupils should be taught to: *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 -explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves |
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Year 3 DR x2 per week Guided Reading x2 per week Big Picture Comprehension x1 per week Modified model if needed for Y3
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Pupils will be grouped according to their PM Benchmark Assessments/colour banded books for guided reading x2 per week. Those reading below Lime (White/Gold/Purple) will need daily reading at their colour band. Assessment by Target Tracker steps at the end of each term using formative and summative assessment. Throughout the week pupils will take part in a range of reading activities including: -Pre-read (LSA) -Reading with the Class Teacher -Comprehension -Reading for pleasure Activities will vary depending on formative and summative assessment and closing the gap activities. Pupils are encouraged to use the DR language stems, which are displayed in the learning environment, to support with answering questions and as sentence starters and prompts. |
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Skills/knowledge/concepts (through their DR structured week /guided reading sessions/Comprehension)
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Word Reading Pupils Will: -apply my knowledge of root words/prefixes and suffixes to reading aloud on most occasions. -read some of the Year 3 further exception words. -start to read a wider range of books that are structured in different ways. -apply my knowledge of root words/prefixes and suffixes to reading aloud. -read most of the Year 3 further exception words |
Word Reading Pupils Will: -accurately read age appropriate books out aloud (lime and above including whole novels) on most occasions. -fluently read age appropriate books with increasing confidence (including whole novels) on most occasions. -read the Year 3 further exception words. -read 90-120 words per minute.
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Word Reading Pupils Will: -confidently read a range of books (lime/brown level for those working at age expected level). -read further exception words (GPC words not yet learnt). -read aloud with intonation that shows understanding on most occasions. |
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Reading Comprehension Pupils Will: -making sensible guesses about what a word means -begin to ask questions to improve my understanding of a text -listen to and with some scaffold, can discuss a wide range of texts including fiction, poetry, non-fiction and plays -beginning to participate in discussion about books, taking turns and listening to what others say -asking for the meaning of new words. -I can justify my ideas using because and giving evidence from the text. -begin to read aloud and perform poems/ play scripts with intonation that shows meaning. -begin to recognise different forms of poetry (free verse/narrative). -retrieve basic information
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Reading Comprehension Pupils Will: -participate in discussions about books, taking turns and listening to what others say -predict what might happen on the basis of what has been said and done already -use a dictionary to check the meaning of words that I have read. -discuss words and phrases that capture my interest and imagination -comment on how structure and presentation helps makes a text easier to understand. -retrieve information from non-fiction texts -read range of books, including fairy stories, myths and legends, and retell some of these orally -show a sound understanding of what I have read; giving relevant answers to questions and often posing my own questions and ideas about the book.
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Reading Comprehension Pupils Will: -listen to and can discuss a wide range of age appropriate texts including fiction, poetry, non-fiction and plays. (Child initiated discussion) -use a dictionary to check the meaning of new words. -check that the text makes sense by working out the meaning of words from the context. -ask questions to improve my understanding of a text -identify the main ideas from more than 1 paragraph and summarise these -make inferences on the basis of what is said and done -identify themes and conventions in a wide range of books -read aloud and perform poems/ play scripts with intonation that shows meaning. -identify how language, structure, and presentation contribute to meaning -read and comment on a wider range of books that are structured in different ways -explain and discuss my understanding of what I have read through presentations and debates, maintaining a focus on the topic |
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PM Benchmark Assessment Level |
21/22 23/24 25/26 |
25/26 27/28 |
25/26 27/28 |
25/26 27/28 |
27/28 |
27/28 |
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Home Reader Level Expected Y3 (Sheels) |
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National Curriculum end of Key Stage Expectations Word Reading |
Word Reading |
Reading Comprehension |
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Pupils should be taught 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. |
Pupils should be taught to: *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 |
Pupils should be taught to: 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 -participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say |
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Year 4 DR x2 per week Guided Reading x2 per week Big Picture Comprehension x1 per week
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Pupils will be grouped according to their PM Benchmark Assessments/colour banded books for guided reading x2 per week/Target Tracker steps informed by teacher formative and summative assessment at the end of each term. Throughout the week pupils will take part in a range of reading activities including: -Pre-read (LSA) -Reading with the Class Teacher -Comprehension -Reading for pleasure Activities will vary depending on formative and summative assessment and closing the gap activities. Pupils are encouraged to use the DR language stems, which are displayed in the learning environment, to support with answering questions and as sentence starters and prompts. |
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Skills/knowledge/concepts (through their DR structured week /guided reading sessions/Comprehension)
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Word Reading Pupils Will: -read most of the Year 4 common exception words. -read aloud with intonation that shows understanding
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Word Reading Pupils Will: -read all of the Year 4 common exception words -read aloud with intonation that shows understanding on most occasions -fluently read age appropriate books with increasing confidence -apply knowledge of root words/ prefixes and suffixes to reading aloud |
Word Reading Pupils Will: -read further exception words -confidently read a range of books and identify key themes -read confidently aloud with intonation
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Reading Comprehension Pupils Will: -listen to and with some scaffold, discuss a wide range of texts including fiction, poetry, non-fiction and plays -predict what might happen on the basis of what has been said and done -read a wider range of books that structured in different ways -use a dictionary to check the meaning of words that I have read -discuss words and phrases that capture my interest and imagination. -aloud and perform poems/ play scripts with intonation that shows meaning -comment on similarities and differences in different texts. -recognise different forms of poetry (free verse/ narrative). -listen to and discuss a wide range of texts including fiction, poetry, non-fiction and plays. (Child initiated discussion). -ask questions to clarify my understanding of a text |
Reading Comprehension Pupils Will: -support and actively listen to others reading and their ideas, offering feedback using the language stems. -become familiar with and can retell a range of stories including myths and legends/ fairy stories - draw inferences such as; inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence -look at different parts of the text to work out the meaning of unfamiliar words -identify main ideas drawn from more than one paragraph and summarise these -make inferences on the basis of what is said and done -explain the features of different forms of poetry |
Reading Comprehension Pupils Will: -read and comment on a wider range of books that are structured in different ways. -show a sound understanding of what I have read; giving relevant answers to questions and often posing my own questions and ideas about the book. -explain and discuss my understanding of what I have read through presentations and debates, maintaining a focus on the topic -justify my ideas using evidence from the text/ other places (using a range of language stems to justify) comment on why an author has chosen specific words or phrases -identify how language, structure, and presentation contribute to meaning -compare themes and conventions in at least 2 different texts in the same genre.
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PM Benchmark Assessment Level (Level 30/Post Level 30 is the end point of the PM Benchmark Assessment Levels) |
27/28 |
27/28 |
27/28 |
29/30 |
29/30 |
29/30 |
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Home Reader Level Expected Y4 (Sheels) |
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National Curriculum end of Key Stage Expectations Word Reading |
Word Reading |
Reading Comprehension |
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Pupils should be taught 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. |
Pupils should be taught to: *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 |
Pupils should be taught to: 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 -participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say |
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Year 5 DR x2 per week Guided Reading x2 per week Big Picture Comprehension x1 per week
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Pupils will be grouped according to their PM Benchmark Assessments/colour banded books/post level 30 colour banded books for guided reading x2 per week/Target Tracker steps informed by teacher formative and summative assessment at the end of each term. Throughout the week pupils will take part in a range of reading activities including: -Pre-read (LSA) -Reading with the Class Teacher -Comprehension -Reading for pleasure -Grammar activity Activities will vary depending on formative and summative assessment and closing the gap activities. Pupils are encouraged to use the language stems, which are displayed in the learning environment, to support with answering questions and as sentence starters and prompts. |
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Skills/knowledge/concepts (through their DR structured week /guided reading sessions/Comprehension)
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Word Reading Pupils will: I can apply my knowledge of root words/ prefixes and suffixes to reading aloud.
I am beginning to confidently read books/ texts that are structured in different ways.
I can accurately read age appropriate books (black band) out aloud (including whole novels). |
Word Reading Pupils will: I can read aloud with intonation that shows understanding. I can fluently read age appropriate book (black band) out aloud with increasing confidence (including whole novels). I can read 120-160 words per minute. |
Word Reading Pupils will: I can confidently read a range of books (above black level). |
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Reading Comprehension Pupils Will: -read for a range of purposes (example- reading for pleasure, fact finding) -become familiar with and begin to read and discuss a wider range of books from different genres -predict what might happen from what has been said and done within a texts. -ask questions to help clarify my understanding of new vocabulary - recommend books giving reasons for my choices -actively listen to others reading and their ideas, offering feedback using and applying language stems. |
Reading Comprehension Pupils Will: -predict what might happen from what has been said and done and justify and give reasons -ask questions to clarify my understanding of a text -make some inferences on the basis of what is said and done -recite/ perform a range of poetry off by heart, showing understanding through intonation, tone and volume -know how to present information from non-fiction texts. -provide reasoned justifications for my views using the language stems. -distinguish between statements of facts and opinions |
Reading Comprehension Pupils Will: -challenge other people’s views about book courteously (using language stems- ‘Building on other’s answers’). -ask questions to check for sense and to improve my understanding of a text -identify and summarise main ideas drawn from more than one paragraph within a texts -make inferences on the basis of what is said and done, showing a deeper understanding of themes when justifying. - justify my ideas using evidence from the text/ other places -recite/ perform a range of poetry off by heart, showing understanding through intonation, tone, volume and actions -show a sound understanding of what I have read; giving mature answers to questions and often posing my own questions and ideas about the book -explain and discuss my understanding of what I have read through presentations and debates, maintaining a focus on the topic |
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PM Benchmark Assessment Level Post Level 30 (Level 30 is the end point of the PM Benchmark expected end of Y4) |
Level 30/Post Level 30 |
Level 30/Post Level 30
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Level 30/Post Level 30 |
Level 30/Post Level 30 |
Post Level 30 |
Post Level 30 |
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Home Reader Level Expected Y5 (Sheels) |
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National Curriculum end of Key Stage Expectations Word Reading |
Word Reading |
Reading Comprehension |
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Pupils should be taught 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 |
Pupils should be taught to: maintain positive attitudes to reading and 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 |
Pupils should: -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
understand what they read by: -predicting what might happen from details stated and implied -summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas -identifying how language, structure and presentation contribute to meaning |
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Year 6 DR x2 per week Guided Reading x2 per week Big Picture Comprehension x1 per week Modified model for Y6
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Pupils will be grouped according to their PM Benchmark Assessments for lower achievers/post level 30 colour banded books for guided reading x2 per week/Target Tracker informed by teacher formative and summative assessment at the end of each term /practice SATS papers Throughout the week pupils will take part in a range of reading activities including: -Pre-read (LSA) -Reading with the Class Teacher -Comprehension -Reading for pleasure -Grammar activity Activities will vary depending on formative and summative assessment and closing the gap activities. Pupils are encouraged to use the language stems, which are displayed in the learning environment, to support with answering questions and as sentence starters and prompts. |
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Skills/knowledge/concepts (through their DR structured week /guided reading sessions/Comprehension)
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Word Reading Pupils Will: -apply their knowledge of root words/prefixes and suffixes to reading aloud -read books/texts that are structured in different ways and explain their understanding of these texts |
Word Reading Pupils Will: -read age appropriate book (including whole novels) and discuss and identify common these and make links to other texts |
Word Reading Pupils Will: -read age-appropriate books with confidence and fluency (including whole novels and show a deeper understanding of themes and issues that arise -read aloud with intonation that shows understanding |
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Reading Comprehension Pupils Will: -read for a range of purposes (example- reading for pleasure, fact finding) -challenge other people’s views about book courteously (using language stems- ‘Building on other’s answers’) -ask questions to clarify my understanding of a text -make inferences on the basis of what is said and done and gives reasons -make predictions based on what I have read so far |
Reading Comprehension Pupils Will: -make inferences on the basis of what is said and done, using justification from the texts - identify and discuss themes and conventions across a range of text -summarise main ideas drawn from more than one paragraph -discuss and evaluate the impact that the author’s use of language has on the reader |
Reading Comprehension Pupils Will: -work out the meaning of words from the context -explain, discuss and show a deeper understanding of what they have read, drawing inferences and justifying these with evidence -predict what might happen from details stated and implied -retrieve information from non-fiction. -evaluate how authors use language, including figurative language, considering the impact on the reader. -make comparisons within and across books -show a sound understanding of what I have read; giving mature answers to questions and often posing my own questions and ideas about the book. -explain and discuss my understanding of what I have read through presentations and debates, maintaining a focus on the topic. -summarise main ideas drawn from more than one paragraph, using key details from the text to support quotations |
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PM Benchmark Assessment Level |
No PM Assessment Level – Post Level 30 |
No PM Assessment Level – Post Level 30
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No PM Assessment Level – Post Level 30
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No PM Assessment Level – Post Level 30
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No PM Assessment Level – Post Level 30
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No PM Assessment Level – Post Level 30
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Home Reader Level Expected Y6 (Sheels) |
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National Curriculum end of Key Stage Expectations Word Reading |
Word Reading |
Reading Comprehension |
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Pupils should be taught 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 |
Pupils should be taught to: maintain positive attitudes to reading and 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 |
Pupils should: -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
understand what they read by: -predicting what might happen from details stated and implied -summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas -identifying how language, structure and presentation contribute to meaning |
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