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Reading

At The Lea, we recognise the fundamental importance of reading for a child’s academic achievement, access to the curriculum, wellbeing and success later in life. We prioritise reading, the importance of language and vocabulary and the love of stories and books in our school. It is our mission to ensure that every child at The Lea becomes a fluent and successful reader.

We believe that fluent readers are able to read words accurately and effortlessly. They recognise words and phrases instantly on sight. A minimal amount of cognitive energy is expended in decoding the words. This means, then, that the maximum amount of a reader’s cognitive energy can be directed to the all-important task of making sense of the text.

A 20th Year Celebration of Scarborough's Reading Rope - International Dyslexia Association

We understand that learning to be a fluent reader can be a complex and lengthy process (in line with Scarborough’s, 2001 reading model) as shown above. As such, at The Lea we don’t follow a single approach to the teaching and learning of reading – teachers carefully select from a variety of engaging approaches dependent on the level of reading development for individuals, groups of children and the whole class.

In every year group, the children are given multiple opportunities throughout the week to hear stories and books read aloud and to read with a teacher or teaching assistant. We work very hard to ensure each and every child leaves primary school with a great love of reading and strong reading skills to help them in their everyday lives.

In the early years, children are exposed to books and print all throughout the classroom and have daily opportunities to listen to stories, explore books and nursery rhymes and be read with as they develop their phonics knowledge.

In Reception and in Year 1 the children begin daily formal phonics teaching following the government-validated Little Wandle Letters and Sounds scheme, in line with the 2021 DfE’s reading framework. Daily phonics lessons are supported with 2-3x weekly reading practice in small groups. All reading material is decodable and aligned to the phonics learning that is taking place.   In Reception and Key Stage 1, as their phonics skills become more secure, children are asked to read daily at home to a parent or carer as part of their home learning. All children are given multiple opportunities to read with the class teacher or teaching assistant.  In Year 2, the children progress beyond phonics to learn spelling rules.

In Year 2 and throughout Key Stage 2, as children become increasingly fluent, reading lessons focus more on comprehension skills and promoting fluency.  The children are still asked to read daily at home as part of their home learning and continue to have frequent opportunities to work with their teachers and teaching assistants at school to further develop their reading skills.  Reading lessons from year 2 upwards use a variety of approaches, these include:

Guided reading:  a small-group reading instruction which is designed to provide differentiated teaching to pupils in school. It’s a chance for pupils who demonstrate similar reading behaviours and can read similar levels of texts.

Guided reading supports children in developing reading proficiency, with the smaller group dynamic allowing them to be taught in a way that’s more focused on their specific needs, which can accelerate their progress.

Whole class reading: Teaching sessions that are focused on building understanding and comprehension. This allows for opportunities to model reading prosody to a whole class. It also allows for a focus on specific reading skills such as retrieval or deduction.

Shared reading: regularly sharing a book , extract, poetry or piece of non-fiction with children is a core element of our reading approach and helps to develop the all important “love of reading”.

Reading Books

In Reception and Year 1, to support the children’s developing phonics skills and encourage a life-long love of reading, the children take home 2 books regularly: their reading practice book and a sharing book. Children will take home their reading practice book for use across the week and bring it into school everyday, along with their sharing book to read together with their families. The reading practice book will be changed 1x weekly to enable them to develop their fluency through lots of practice with the same text whereas their sharing book can be changed whenever they like. Their reading practice book is aligned to the phonics they are learning.

KS1 Guided Reading Book Bands Overview

Click for more information on book bands

In Year 2, 3 and 4 (and in some cases beyond), the children continue to take home reading books matching their book band. Book banding schemes are used to track a child’s progression in reading independently. The class teacher decides which book band (or ‘book colour’) your child is on using their own professional judgment based on hearing your child read and join in discussions during daily guided reading sessions and any opportunities they have to read with your child 1:1. Once your child is deemed to be fluent and have sufficient comprehension skills using a particular book band, the teacher will assess whether they are ready to be moved up to the next book band using their own assessment. A reminder: while your child may seem to find a certain book band “easy” in terms of the word reading skills it demands, their comprehension skills may still need developing at that level and therefore the class teacher may wait to move them up.

We would expect that from Year 4 upwards, the children are ‘free readers’ and encouraged to read their own books and ones from school often for pleasure.

How You Can Help

  1. The single most important thing you can do to help your child progress in their word reading and comprehension skills, and develop a life-long love of reading, is to read stories and books to them as often as possible. A bedtime story routine isn’t just a nightly calming technique for your little one; it also gives them an excellent opportunity to look at possibly new words and sentences with your support, develop their questioning and comprehension skills and spark their imaginations. Any spare moments you find to read to your children is time well spent investing in their academic achievement.
  2. Make sure you know what the reading home learning expectations are for your child’s year group. In Reception it is essential that your child practises their reading daily to secure their phonics knowledge. In Key Stage 1, to support children’s journey to being fluent, there are high expectations for daily reading to be completed with an adult at home. Ask your child’s class teacher what the expectations are and how you can help them develop their word reading and comprehension skills at your earliest opportunity.
  3. Ensure you know what your child’s reading strengths and weaknesses are by staying in contact with your child’s class teacher and hearing your child read daily. Is there a particular phonics sound they find difficult to remember? Do they find it tricky to remember certain words and have to keep sounding them out each time? Do they find it difficult to retell a story in order, or predict what might happen next in a book? Give your child a little bit of extra help to develop these areas.

Reading Eggs & Reading Eggspress

The Lea pays for every child in Reception, Key Stage 1 and Key Stage 2 to have a subscription to the fantastic online reading programs Reading Eggs and Reading Eggspress. You should find your child’s login and password stuck into their reading records/home-school contact books. Ask your child’s class teacher if you need another copy of this information and what the expectation is for your child’s online home learning.

Recommended Texts

Nursery:

Where’s Spot? Eric Hill
Dear Zoo Rod Campbell
You Choose Pippa Goodhart and Nick Sharratt
We’re Going on a Bear Hunt Michael Rosen
The Very Hungry Caterpillar Eric Carle
Each Peach Pear Plum Allan and Janet Ahlberg
The Train Ride June Crebbin
Ten Little Fingers and Ten Little Toes Mem Fox
Peace at Last Jill Murphy
What the Ladybird Heard Julia Donaldson and Lydia Monks

Reception:

Owl Babies Martin Waddell
The Gruffalo Julia Donaldson
Handa’s Surprise Eileen Browne
Farmer Duck Martin Waddell
Goodnight Moon Margaret Wise Brown
Dogger Shirley Hughes
The Snowman Raymond Briggs
Where the Wild Things Are Maurice Sendak
I Want My Hat Back Jon Klassen
The Cat in the Hat Dr Seuss

Year 1:

The Tiger Who Came to Tea Judith Kerr
Lost & Found Oliver Jeffers
Beegu Alexis Deacon
Elmer David McKee
Alligator Pie Dennis Lee
Corduroy Don Freeman
Oi Frog Kes Gray and Jim Field
The Lion Inside Rachel Bright and Jim Field
Stellaluna Janell Cannon
The Jolly Postman or Other People’s Letters Allan and Janet Ahlberg

Year 2:

Traction Man is Here Mini Grey
Meerkat Mail Emily Gravett
Amazing Grace Mary Hoffman
The Owl Who Was Afraid of the Dark Jill Tomlinson
Flat Stanley Jeff Brown
Not Now Bernard David McKee
Gorilla Anthony Brown
Don’t Look in This Book Samuel Langley-Swain
The Legend of Spud Murphy Eoin Colfer
The Day the Crayons Quit Drew Daywalt

Year 3:

The Iron Man Ted Hughes
Journey to the River Sea Eva Ibbotson
The Sheep-Pig Dick King-Smith
Diary of a Wimpy Kid Jeff Kinney
The BFG Roald Dahl
Pippi Longstocking Astrid Lindgren
Winnie the Pooh A.A. Milne
The Enchanted Wood Enid Blyton
Charlotte’s Web E.B. White
The Worst Witch Jill Murphy

Year 4:

Bill’s New Frock Anne Fine
The Firework-Maker’s Daughter Phillip Pullman
The Scarecrow and His Servant Phillip Pullman
Why the Whales Came Michael Morpurgo
The Lion, the Witch and the Wardrobe C.S. Lewis
Voices in the Park Anthony Browne
Varjak Paw S.F. Said
The Children of Green Knowe Lucy M. Boston
How to Train Your Dragon Cressida Cowell
Desirable Frank Cottrell Boyce

Year 5:

Tom’s Midnight Garden Phillipa Pearce
The Wolves of Willoughby Chase Joan Aiken
Heidi Johanna Spyri
Artemis Fowl Eoin Colfer
The Breadwinner Deborah Ellis
Harry Potter and the Philosopher’s Stone J.K. Rowling
The Borrowers Mary Norton
Holes Louis Sachar
Emil and the Detectives Erich Kastner
The Ghost of Thomas Kempe Penelope Lively

Year 6:

Clockwork Phillip Pullman
The Hobbit J.R.R. Tolkien
Skellig David Almond
The Arrival Shaun Tan
A Monster Calls Patrick Ness
Carrie’s War Nina Bawden
Matilda Roald Dahl
Private Peaceful Michael Morpurgo
Wonder R.J. Palacio
Once Morris Gleitzman