Transcript Reading Workshop (Year 1-6) - FCCE – Frampton Cotterell C of E

Reading
Workshop (Year
1-6)
Thursday 25th September 2014
Aims
• To get an idea of what is now expected in each
year group.
• To understand the different colours used in the
school’s reading scheme.
• To understand how the school develops children’s
reading skills.
• To know what you can do to help your child
improve their reading skills.
New Expectations- Year 1
Reading of phonically-suitable texts
Reading words with contractions
Reading words with regular endings
Making inferences from texts
Learning and reciting poetry
New Expectations- Y2
• Contemporary & classic poetry
• Reciting poetry
New Expectations- Y3/4
• Recognise different forms of poetry
• Prepare poetry for performance
New Expectations- Y5/6
• Preparing poetry for performance
• Learning poems by heart
• Formal presentations about reading
Expected Reading
Colours
Bro Bro Bro
Ora Ora
Gre Free
Blue Blue Red Red Pink Pink
Gre Gre Grey Grey Grey
Blac Blac Crea
wn wn wn
nge nge
Pink Blue en read
1 2 1 2
1 2
en 1 en 2 1
2 3
k1 k2 m
1 2
3
1
2
Spot ing
Year 1
Year
2
Y
e
a
r
3
Y Year
e 5/6
a
r
4
Year 1 Expectations
READING WORD READING
apply phonic knowledge and skills as the route
respond speedily with the correct sound to
to decode words
graphemes (letters or groups of letters) for all
40+ phonemes, including, where applicable,
alternative sounds for graphemes
read common exception words, noting
read words containing taught GPCs and –s, –
unusual correspondences between spelling
es, –ing, –ed, –er and –est endings
and sound and where these occur in the word
read words with contractions, e.g. 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
read accurately by blending sounds in
unfamiliar words containing GPCs that have
been taught
read other words of more than one syllable
that contain taught GPCs
re-read these books to build up their fluency
and confidence in word reading.
READING COMPREHENSION
listening to and discussing a wide range of
being encouraged to link what they read or
becoming very familiar with key stories, fairy
poems, stories and non-fiction at a level
hear read to their own experiences
stories and traditional tales, retelling them and
beyond that at which they can read
considering their particular characteristics
independently
recognising and joining in with predictable
learning to appreciate rhymes and poems, and
phrases
to recite some by heart
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
checking that the text makes sense to them as discussing the significance of the title and
provided by the teacher
they read and correcting inaccurate reading events
participate in discussion about what is read to
making inferences on the basis of what is
predicting what might happen on the basis of them, taking turns and listening to what others
being said and done
what has been read so far
say
explain clearly their understanding of what is
read to them
Year 2 Expectations
READING WORD READING
continue to apply phonic knowledge and skills as the read accurately by blending the sounds in words that read accurately words of two or more syllables that
route to decode words until automatic decoding has contain the graphemes taught so far, especially
contain the same GPCs as above
become embedded and reading is fluent
recognising alternative sounds for graphemes
read words containing common suffixes
read further common exception words, noting
read most words quickly and accurately when they
unusual correspondence between spelling and sound have been frequently encountered without overt
and where these occur in the word
sounding and blending
read aloud books closely matched to their improving re-read these books to build up their fluency and
phonic knowledge, sounding out unfamiliar words
confidence in word reading.
accurately, automatically and without undue
hesitation
READING Comprehension develop pleasure in reading, motivation to read and understanding by:
listening to, discussing and expressing views about a discussing the sequence of events in books and how becoming increasingly familiar with and retelling a
wide range of poetry (including contemporary and items of information are related
wider range of stories, fairy stories and traditional
classic), stories and non-fiction at a level beyond that
tales
at which they can read independently
being introduced to non-fiction books that are
recognising simple recurring literary language in
discussing their favourite words and phrases
structured in different ways
stories and poetry
continuing to build up a repertoire of poems learnt
by heart, appreciating these and reciting some, with
appropriate intonation to make the meaning clear
understand both the books that they can already
read accurately and fluently and those that they
listen to by:
drawing on what they already know or on
checking that the text makes sense to them as they
background information and vocabulary provided by read and correcting inaccurate reading
the teacher
answering and asking questions
predicting what might happen on the basis of what
has been read so far
explain and discuss their understanding of books,
poems and other material, both those that they
listen to and those that they read for themselves.
making inferences on the basis of what is being said
and done
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
Year 3 Expectations
Year 3
Pupil Name:
READING WORD READING
read further exception words, noting the
unusual correspondences between spelling
apply their growing knowledge of root words, and sound, and where these occur in the
prefixes and suffixes as listed in Appendix 1 word.
COMPREHENSION 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 using dictionaries to check the meaning of
ways and reading for a range of purposes
words that they have read
increasing their familiarity with a wide range
preparing poems and play scripts to read aloud
of books, including fairy stories, myths and
identifying themes and conventions in a wide and to perform, showing understanding
legends, and retelling some of these orally
range of books
through intonation, tone, volume and action
discussing words and phrases that capture the recognising some different forms of poetry
reader’s interest and imagination
(e.g. free verse, narrative poetry)
asking questions to improve their
understanding of a text
identifying how language, structure, and
presentation contribute to meaning
checking that the text makes sense to them,
discussing their understanding and explaining
the meaning of words in context
drawing inferences such as inferring
characters' feelings, thoughts and motives
from their actions, and justifying inferences
with evidence predicting what might happen identifying main ideas drawn from more than
from details stated and implied
one paragraph and summarising these
participate in discussion about both books that
are read to them and those they can read for
retrieve and record information from nonthemselves, taking turns and listening to what
fiction
others say.
Year 4 Expectations
Year 4
Pupil Name:
READING WORD READING
read further exception words, noting the
apply their growing knowledge of root
unusual correspondences between
words, prefixes and suffixes as listed in spelling and sound, and where these
Appendix 1
occur in the word.
COMPREHENSION develop positive attitudes to reading and understanding of what they read by:
listening to and discussing a wide range of reading books that are structured in
fiction, poetry, plays, non-fiction and
different ways and reading for a range of using dictionaries to check the meaning of words that
reference books or textbooks
purposes
they have read
increasing their familiarity with a wide
range of books, including fairy stories,
preparing poems and play scripts to read aloud and to
myths and legends, and retelling some of identifying themes and conventions in a perform, showing understanding through intonation,
these orally
wide range of books
tone, volume and action
discussing words and phrases that
checking that the text makes sense to them, discussing
capture the reader’s interest and
recognising some different forms of
their understanding and explaining the meaning of
imagination
poetry (e.g. free verse, narrative poetry) words in context
drawing inferences such as inferring
characters' feelings, thoughts and motives
from their actions, and justifying
inferences with evidence predicting what
asking questions to improve their
might happen from details stated and
identifying main ideas drawn from more than one
understanding of a text
implied
paragraph and summarising these
participate in discussion about both books that are
identifying how language, structure, and retrieve and record information from
read to them and those they can read for themselves,
presentation contribute to meaning
non-fiction
taking turns and listening to what others say.
Year 5/6
Year 5 and 6
Pupil Name:
READING Word reading
apply their growing knowledge of root words,
prefixes and suffixes (morphology and etymology),
as listed in Appendix 1, both to read aloud and to
understand the meaning of new words that they
meet
READING Comprehension maintain positive attitudes to reading and understanding of what they read by:
continuing to read and discuss an increasingly wide reading books that are structured in different ways increasing their familiarity with a wide range of
range of fiction, poetry, plays, non-fiction and
and reading for a range of purposes
books, including myths, legends and traditional
reference books or textbooks
stories, modern fiction, fiction from our literary
heritage, and books from other cultures and
traditions
recommending books that they have read to their identifying and discussing themes and
conventions in and across a wide range of
peers, giving reasons for their choices
writing
learning a wider range of poetry by heart
understand what they read by:
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
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
asking questions to improve their understanding
drawing inferences and justifying these with
evidence from the text
predicting what might happen from details stated summarising the main ideas drawn from more identifying how language, structure and
than one paragraph, identifying key details that presentation contribute to meaning
and implied
support the main ideas
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 nonfiction
participate in discussions about books that are read explain and discuss their understanding of what
ask questions to improve their understanding of
to them and those they can read for themselves, they have read, including through formal
what they have read
building on their own and others’ ideas and
presentations and debates, maintaining a focus on
challenging views courteously
the topic and using notes where necessary
provide reasoned justifications for their views
What are we currently doing to help
children read?
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Blending and word book
Reading books
Guided reading
Individual reading
Bug Club
Daily Phonics sessions
Weekly visits to the library
Reading buddies
Class stories
Reading Bus