top of page

Reading

Phonics

​

  • BEP follows Little Wandle and teaches EYFS/KS1 children a daily four-part lesson (revisit, teach, practise, apply) 

  • We follow the Little Wandle Progression Map to ensure all children leaving Y1 have been taught up to Phase 5.  

  • Little Wandle is then used to develop fluency and accuracy from Y2+ using Rapid Catch Up.  

  • Teachers/TAs have high expectations and expect to see taught graphemes applied across subjects 

​

Assessment 

  • Daily informal assessment during Phonics sessions  

  • Little Wandle Week 5 – Assessment week  

  • Additional daily ‘keep up’ sessions, where necessary  

  • Rapid Catch Up Assessments  
     

Reading for Pleasure  

  • Teachers to read aloud to children daily.  

  • Teachers to have an understanding of children’s reading habits.  

  • Teachers to display what they have read to children throughout the year e.g. A Reading Tree (See Puffin Class) 

  • Teachers to display what they are currently reading  
     

Early Reading (EYFS/Y1) 

  • Little Wandle Reading Practice  - Each child reads the same book at least 3 times a week as part of the Little Wandle Reading Practice.  Day 1 – Introduction and Decoding / Day 2 – Prosody (expression and fluency) / Day 3 – Comprehension. Bottom 20% have additional reads. Children then have access to this book online the following week to read at home with parents. This book is matched to their phonics knowledge.  

  • Reading for Pleasure Text – Children are given a reading for pleasure book.  This book is NOT matched to their phonics knowledge, but the children should be able to read most of it independently. This book is to promote a love of reading. 
     

Year 2 Reading  

  • Autumn Term – Little Wandle Reading Practice – As EYFS/Y1.  Children revisit Y1 Little Wandle Summer Planning and complete a Little Wandle Fluency Assessment.   

  • Spring / Summer Term – Children who have achieved the Fluency Assessment will then move onto Whole Class Reading using Reading Explorers.  Adults model fluency, skimming and scanning and inference skills.  Comprehension activities are given linked to the text. Children who did NOT achieve the Little Wandle Fluency Assessment will continue with Rapid Catch-Up and Reading Practice.   

KS2 Reading  

  • Whole Class  

  • Teacher and TA work with groups of children. Teacher move round class and monitor children’s reading fluency each day. It’s also advisable for teacher to swap roles with TA to support less able readers during the fluency part of the lesson.  

  • When modelling answering any questions, we may box up question words, underline key words & wavy line if it says where to look. 

  • Children who are accessing Little Wandle Rapid Catch Up, still complete the whole class Guided Reading so they are exposed to a wider a range of vocabulary, so they don’t fall even further behind with their reading.  

  • Some resources are available in Year groups to support the teaching of reading. They are saved in the English 2021-22 folder. 
     

DAY 1: VOCABULARY FOCUS (To maybe completed over 2 days in Y3) 

Introduce the text and provide children with any pre-knowledge they may need to help them access the text. Model being a ‘thinking reader’ (see Pie Corbett video https://www.videolan.org/index.en-GB.html) for the first read of the text.  Model and practise reading fluency. Teacher & TA may need to model giving feedback. TA may be used to provide further scaffolding for less able children by focusing on a choral read of the text. Discuss the vocabulary & its effect 
 

DAY 2: SKIMMING & SCANNING SKILLS FOR RETRIEVAL QUESTIONS FOCUS 

Vocabulary Recap & Fluency warm up which includes teacher modelling again. Teacher & TA may need to model giving feedback. TA may be used to provide further scaffolding for less able children by focusing on a choral read and then start an echo reading of the text.  Teacher modelling of skimming/scanning skills + children apply them in a retrieval practice activity.

 

DAY 3: SKIMMING & SCANNING SKILLS FOR INFERENCE & SUMMATIVE/EVALUATIVE QUESTIONS FOCUS  

Vocabulary Recap & Fluency Warm Up which includes teacher modelling again. TA may be used to provide further scaffolding for less able children by focusing on a choral read and then start an echo reading of the text. Guided inference & summative/evaluative discussion, including use of skimming and scanning skills to find evidence. Child annotate text in a different colour for each question.  

​

DAY 4: HOW TO WRITE ANSWERS FOR INFERENCE & SUMMATIVE/EVALUATIVE QUESTIONS FOCUS  

Vocabulary Revision &Fluency Warm Up, which includes teacher modelling again. TA may be used to continue to scaffold text for less able children through echo reading. Teacher model how to answer an inference & summative/evaluative question. Then class practice with teacher working with focus group, sometimes supporting the less able, sometimes supporting GD children with how to extend their answers.  Instead of poorest readers spending time practising answering questions, it may be more useful for them to continue to practise their reading fluency with TA, continuing with echo reading, moving to becoming more independent at reading the text. 

​

DAY 5: INDEPENDENT APPLICATION OF ALL READING SKILLS TAUGHT 

Cold comprehension where children apply skills taught to a new text. (Lead by TA for task and then alternate week for modelling answers lead by CT) While TA overseeing cold comprehension task, teacher to lead guided reading session with poorest readers. The session is to use a new text more appropriate to their level. The session should focus on what the children need most eg. Phonics, fluency or skimming/scanning skills. There is a Reading Rocketeers Resource that teachers may wish to adapt to support with this. Additional resources can be found via Literacy Shed Plus (Comprehension Plus) Website. Another great resource to find texts is https://www.lovereading4kids.co.uk/ (You can get hold of a chapter from any published novel – a great reading motivator and way to introduce children to other texts).  

​

Assessment/Feedback 

  • Teachers to use Rotherham Grids to ensure children are on track  

  • Reading Books and Reading Records 

  • All children have a reading record, which is used by school and parents.  Some classes may have reward charts to promote reading at home, but others may make this normal classroom expectations.   

  • The bottom 20% of children have additional reads throughout the week to ensure that they have opportunities to practice they reading skills and read aloud to adults. 

  • Children have access to an online phonics book (matched to their phonics knowledge) and a reading for pleasure book every week.   

bottom of page