Reading overview

The Southfield Reader Reading Pillars: Reading for Pleasure Daily Read Aloud 1:1 Reading Read, Write, Inc Phonics Partner Reading Comprehension lessons Staged Home Readers

Enrichment experiences: Weekly Reading Partners Weekly 1:1 Reading Weekly Parent Reading Annual Reading Festival Author Visits Poet Visits Theatre visits Library visits Annual book fair Competitions Book Character Day Reading workshops Shakespeare Digital Literacy

Skills: Word Reading – 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.

Comprehension – 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 - 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 ● ● ● ● ● ●

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.

Knowledge: Comprehension Pupils should be taught to: ●

maintain positive attitudes to reading and understanding of what they read by:

-

reading books that are structured in different ways and reading for a range of purposes, increasing 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 andtraditions.

- identifying themes and conventions in and across a wide range of writing, - learning a wide range of poetry by heart, ● distinguish between statements of fact and opinion

Enrichment Reception: Reading Partners 1:1 Reading Read Aloud Library visit Home Readers

Year 1: Reading Partners 1:1 Reading Read Aloud Library visit Home Readers Parent Readers Shakespeare unit Digital Literacy

Year 2: Reading Partners 1:1 Reading Read Aloud Library visit Home Readers Parent Readers Shakespeare unit Digital Literacy

Year 3: Reading Partners 1:1 Reading Read Aloud Library visit Home Readers Parent Readers Shakespeare unit Digital Literacy

Year 4: Reading Partners 1:1 Reading Read Aloud Library visit Home Readers Parent Readers Shakespeare unit Digital Literacy

Year 5: Reading Partners 1:1 Reading Read Aloud Library visit Home Readers Parent Readers Shakespeare unit Digital Literacy

Year 6: Reading Partners 1:1 Reading Read Aloud Library visit Home Readers Shakespeare unit Digital Literacy

Reception:

Year 1:

Year 2:

Year 3:

Year 4:

Year 5:

Year 6:

Novel Study: The Tiger Who Came to Tea Burglar Bill Happy Families Series Six Dinner Sid

Novel Study: Peace at Last The Magic Bed The Whale Song Shakespeare study Digital literacy unit

Novel Study: The Mousehole Cat Charlie and the Chocolate Factory The Angel of Nitshill Road Bill’s New Frock Shakespeare study Digital literacy unit

Novel Study: Charlotte’s Web The Ice Palace Stig of the Dump Shakespeare study Digital literacy unit

Novel Study: Street Child Kensuke’s Kingdom The Wind in the Willows Shakespeare study Digital literacy unit

Novel Study: Why The Whales Came Tom’s Midnight Garden Rooftoppers Shakespeare study Digital literacy unit

Novel Study: Goodnight Mister Tom The Other Side of Truth The Giant’s Necklace Shakespeare study Digital literacy unit

Creative Writing: Sylvester and the Magic Pebble The Robot and The Bluebird The Rabbits The Christmas Eve Tree A Child's Garden The Other Side The Last Seaweed Pie How to Live Forever

Creative Writing: Rose Blanche Otto The Harmonica The Man Who Walked Between The Towers Sulwe Granddad Mandela Where the Poppies Grew The Viewer Flight to Freedom

Story Based Curriculum

Creative Writing:

Creative Writing: Mister Magnolia The Huge Bag of Worries The Robot and the Bluebird The Saddest King The Five of Us Loveykins Zog Snowflake in my Pocket Jack and Nancy Dinosaurs day out The Sea Tiger Mr George Baker Room on the Broom

Creative Writing: The Sea Tiger Sylvester an the Pebble Mr. George Baker Snowflake The Saddest King The building boy The Sea Saw

Creative Writing: Creative Writing: Sylvester and the magic A Child of Books pebble Jingle Bells Angus rides the goods Lost and Found train Peter’s Place Sulwe Sylvester and the MagicFly away home Pebble The robot and the The Bear and the Piano bluebird The Building Boy The journey The Dot Grandpa Christmas The Robot and the The printer Bluebird The last seaweed pie The Sandcastle The promise

Vocabulary Reception: Sounds, stories, title, author, illustrator, favourite, enjoy, character, poem, rhyme.

Year 1: Grapheme, phoneme, split digraph, digraph, trigraph, contraction, prediction.

Year 2: Common suffixes, non-fiction, favourite words/phrases, inferences.

Year 3: Root words, prefix, suffix, dictionary, themes, conventions, myths, legends, evidence, summarising, paragraph.

Year 4: Root words, prefix, suffix, dictionary, themes, conventions, myths, legends, evidence, summarising, paragraph, retrieval, inference, work meaning, context

Year 5: Fact, opinion, literary heritage, modern fiction, traditional stories, books from other cultures and traditions, themes, conventions, comparisons, intonation, tone volume, identifying, language, structure, presentation, retrieve information, infer, summarise

Year 6: Fact, opinion, literary heritage, modern fiction, traditional stories, books from other cultures and traditions, themes, conventions, comparisons, intonation, tone, volume, identifying, language, structure, presentation, retrieve information, summarise, infer, comparisons, word choice, text structure

Knowledge Reception:

Year 1:

Year 2:

Year 3:

Year 4:

Year 5:

Year 6:

40-60

Word Reading

Word Reading Pupils should be taughtto: Know the common exception words and beable to read them accurately,

Word Reading Pupils should be taught to:Know further exception words and be able to readthem accurately,

Word Reading Pupils should be taught to: Know further exception words and be able to read them accurately,

Comprehension

Comprehension

Comprehension

Comprehension

Develop positive attitudesto reading and understanding of what they read by: Reading books that arestructured in different ways, Understanding how dictionaries work and how to use them effectively, Increasing familiarity with awide range of books, including fairy tales, myths and legends and retelling some of these orally, Identifying themes and conventions in a wide rangeof books,

Develop positive attitudes to reading and understanding of what they read by: Reading books that are structured in different ways, Understanding how dictionaries work and how to use them effectively, Increasing familiarity with a wide range of books, including fairy tales, myths and legendsand retelling some of these orally,

Pupils should be taught to: Develop positive attitudes to reading and understanding of what they read by: Reading books that are structured in different ways and reading for a range of purposes, Increasing 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, Identifying themes and conventions in and acrossa wide range of writing, Learning a wide range of poetry by heart,

Pupils should be taught to: Develop positive attitudes to reading and understanding of what they read by: Reading books that are structured in different ways and reading for a range of purposes, Increasing familiarity witha wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage,and books from other cultures and traditions, Identifying themes and conventions in and acrossa wide range of writing, Learning a wide range of poetry by heart,

Distinguish between statements of fact and opinion.

Distinguish between statements of fact and opinion.

Hears and says the initialsound in words.

Know which letters represent some of the sounds.

Links sounds to letters, naming and sounding the letters of the alphabet.

Knows that informationcan be retrieved from books and computers.

Early Learning Goal Use phonic knowledge to decode regular words andread them aloud accurately.

Read some commonirregular words.

Pupils should be taught to: Know the 40+ phonemes and accompanying graphemes, Know and read the common exception words, noting unusual correspondences between spelling and sound where these occur in the word, Know the suffixes -s, -es, -ing, -ed, -er, and -est and how they change the meaning of a word, Know words with contractions and understand that the apostrophe represents the omitted letter(s), Comprehension Develop pleasure in reading, motivation to read, vocabulary and understanding by: learning to appreciate rhymes and poems, reciting some by heart

Comprehension Develop pleasure in reading, motivation to read, vocabulary and understanding by: Being introduced to non-fiction books and how they are structuredin different ways, Discussing and clarifying the meaning of new words, linking new meanings to known vocabulary, continuing tobuild up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation.

Recognising some differentforms of poetry (e.g. free verse, narrative).

Identifying themes and conventions in a wide range of books, Recognising some different forms of poetry (e.g. free verse, narrative).

Learn to compare books and texts by structure, theme and word choice.

Skills Reception: 40-60 Continues a rhymingstring.

Can segment the sounds in simple words and blendthem together Begins to read words andsimple sentences.

Uses vocabulary and forms of speech that are increasingly influenced bytheir experiences of books.

Enjoys an increasing rangeof books.

Early Learning Goal Read and understand simple sentences.

Demonstrate understanding when talking with others aboutwhat they have read..

Year 1: Word Reading 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 aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work

Year 2: .Word Reading:

Year 3:

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 most 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 sound out many unfamiliar words accurately Read accurately words of two or more syllables that contain the same graphemes as above Read words containing common suffixes In age appropriate books, read words fluently and accurately without overt sounding and blending (e.g. at over 90 words per minute)

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.

Word Reading:

Year 4: Word Reading: 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.

Year 5:

Year 6:

Word Reading:

Word Reading:

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

Read age-appropriate books with confidence and fluency ( including whole novels) Read aloud with intonation that shows understanding 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

Comprehension:

Reading books that are structured in different ways and reading for a range of purposes Comprehension: Identifying and Listening to and discussing themes and discussing a wide range conventions in and Comprehension: of fiction, poetry, plays, across a wide range of non-fiction and reference writing Listening to and Drawing inferences such discussing a wide books or textbooks as inferring characters' Reading books that are range of fiction, feelings, thoughts and poetry, plays, nonstructured in different motives from their fiction and reference ways and reading for a actions, and justifying books or textbooks range of purposes inferences with evidence Using dictionaries to Reading books that Summarising the main are structured in check the meaning of ideas drawn from more words that they have different ways and than one paragraph, reading for a range of read identifying key details Increasing their purposes that support the main ideas Checking that the text familiarity with a wide makes sense to them, range of books, including Identifying how language, structure and discussing their fairy stories, myths and presentation contribute legends, and retelling understanding and to meaning

Comprehension: Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context Making comparisons within and across books Predicting what might happen from details stated and implied Retrieve, record and present information from non-fiction Discuss and evaluate how authors use language, including figurative language, considering the

out words 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) Re-read these books to build up their fluency and confidence in word reading

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

explaining the meaning of words in context Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with Comprehension: evidence Answering and asking Identifying main ideas questions and make some drawn from more inferences on the basis of what is being said and done than one paragraph in a familiar book that is read and summarising to them these Answering and asking questions Retrieve and record and make some inferences on information from nonthe basis of what is being said fiction and done in a book they can Using dictionaries to already read accurately and check the meaning of fluently words that they have In a book they can already Comprehension: read accurately and fluently, read Listening to and they can check it makes Increasing their discussing a wide range sense to them familiarity with a wide of poems, stories and Listening to, discussing and range of books, non-fiction at a level expressing views about a including fairy stories, beyond that at which wide range of contemporary myths and legends, they can read and classic poetry, stories and retelling some of independently and non-fiction at a level these orally Checking that the text beyond that at which they makes sense to them as can read independently Identifying themes they read and Discussing the sequence of and conventions in a correcting inaccurate events in books and how wide range of books reading items of information are Preparing poems and Making inferences on related play scripts to read the basis of what is Becoming increasingly aloud and to perform, being said and done familiar with and retelling a showing Participate in discussion wider range of stories, fairy understanding about what is read to stories and traditional tales through intonation, them, taking turns and Being introduced to nontone, volume and listening to what others fiction books that are

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] 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

Retrieve, record and present information from non-fiction Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks 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 Making comparisons within and across books Learning a wider range of poetry by heart 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 Predicting what might happen from details stated and implied

impact on the reader Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas Identifying and discussing themes and conventions in and across a wide range of writing, identifying key details and using quotations for illustration 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 Learning a wider range of poetry by heart Understanding through intonation, tone and volume so that the meaning is clear to an

say 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 Drawing on what they already know or on background information and vocabulary provided by the teacher Discussing the significance of the title and events Predicting what might happen on the basis of what has been read so far Explain clearly their understanding of what is read to them

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 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 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

action Predicting what might happen from details stated and implied Identifying how language, structure, and presentation contribute to meaning Discussing words and phrases that capture the reader's interest and imagination Recognising some different forms of poetry [for example, free verse, narrative poetry] Asking questions to improve their understanding of a text 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

Identifying how language, structure, and presentation contribute to meaning Retrieve and record information from nonfiction 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

Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader Distinguish between statements of fact and opinion 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

audience Asking questions to improve their understanding Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence Identifying how language, structure and presentation contribute to meaning Distinguish between statements of fact and opinion 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