Reading at Ansdell Primary School

 

 

Foundation/Key Stage 1 

Children first learn their letter sounds and names then apply these to word building.  We use Letters and Sounds as the basis for our teaching of phonics.   The children will also learn a variety of other key words by sight. 

Children read individually, in small groups and as a whole class.  A variety of different genres are chosen at an appropriate level of ability for each group of children.  As well as being able to read the text, children are encouraged to discuss the content of the book and their opinions about people, places and events are sought.  The more able readers will be asked about the varied themes of different texts. 

Links to online reading games:

 

Key Stage 2

Through independent reading, shared reading in literacy lessons and cross-curricular sessions, guided reading groups and reading for pleasure, reading in Key Stage 2 develops and extends the skills acquired in Key Stage 1. 

Children explore a wide variety of genre, both fiction and non-fiction which allows them to access, input ideas and understand what they are reading.  They are given opportunities to speculate on the tone and purpose of texts they explore as well as consider both the texts’ themes and audience.

 

Home Reading

At Ansdell, we do not follow a single reading scheme. We include fiction and non-fiction books from a range of publishers, including a wide variety of ‘real books’.  This ensures that there is something which enthuses everyone! In EYFS / KS1 we also have a range of phonetically decodable books. The books are organised following the "Book Bands" scheme using colours that children are working on within reading sessions at school.  Children are able to select their own book from a colour band appropriate to their ability and children are able to choose a book they have previously read as this gives them the opportunity to practice reading with a familiar book.  Home readers are no longer designed as a scheme which which to work through one by one.  

Once children are confident and competent readers (typically in Year 4), they will move away from the school home reading books and will select any reading material of their choice.  Their reading will continue to be monitored within school in the form of reading diaries.

 

Pink book band

For children just starting to read. Children are getting used to reading from left to right and matching spoken words to written words. Usually no more than 10 pages with up to 5 words on a page.

Pink A

  • Locate title
  • Open front cover
  • Turn pages appropriately
  • Understand that left page comes before right
  • Understand that we read from left to right
  • Use meaning together with repeated language patterns (syntax) to predict the storyline
  • Match spoken word to written word
  • Use a few known words to assist own reading

Pink B

  • Locate title, open front cover, turn pages appropriately
  • Understand that left page comes before right
  • Use meaning together with repeated language patterns (syntax) and some letters to read simple text
  • Match spoken word to written word (1:1 correspondence)
  • Use a few known words to check own reading
  • Read a simple CVC word in the text from left to right

Red book band  

The second step up the ladder as children gain a little more confidence and may know some words by sight.

  • Locate and recall title
  • Consolidate secure control of one-to-one matching on a wide range of texts
  • Use known words to check and confirm reading
  • Solve simple CVC words by blending phonemes from left to right and check for meaning and correct syntax, ie, does it make sense and sound right?
  • Start to read more rhythmically or use phrasing while maintaining track of text
  • Repeat words, phrases or sentences to check, confirm or modify own reading

Yellow book band

Children are beginning to read more varied sentence structures and taking some note of punctuation.

  • Follow print with eyes, finger pointing only at points of difficulty
  • Take more note of punctuation to support the use of grammar and oral language rhythms
  • Cross-check all sources of information more quickly while reading
  • Note familiar words and phonemes and use these to help with reading of unknown words
  • Search for information in print to predict, confirm or attempt new words while reading
  • Notice relationships between one text and another
  • Predict in more detail

Blue book band

Children are becoming more confident at reading longer and more varied sentences.

  • Move through text attending to meaning, print and sentence structure flexibly
  • Self-correct more rapidly on the run
  • Re-read to enhance phrasing and clarify precise meaning
  • Solve new words using print information and understanding of the text to try alternative pronunciations
  • Identify constituent parts of unfamiliar words to read correctly
  • Manage a greater range of text genre
  • Discuss content of the text in a manner which indicates precise meaning

Green book band

Children are starting to read quite fluently and take note of punctuation.

  • Read fluently with attention to punctuation
  • Solve new words using print detail while attending to meaning and syntax
  • Track visually additional lines of print without difficulty
  • Discuss and interpret character and plot more fully
  • Use contents page and glossary in non-fiction books and locate information

Orange book band

Children are starting to read longer and more complex sentences and can understand a range of punctuation.

  • Get started on fiction after briefer introductions without relying on illustrations
  • Examine non-fiction layout and use the contents page to select which sections of a book to read
  • Read longer phrases and more complex sentences
  • Attend to a range of punctuation
  • Blend phonemes in unfamiliar words more fluently, cross checking with meaning and syntax
  • Search for and use familiar syllables within words to read longer words
  • Infer meaning from text, check information in text with illustrations, particularly non-fiction, and comment on content
  • Begin to use appropriate terminology when discussing different types of text

Turquoise book band

Children can read complex sentences fairly fluently, taking note of punctuation. They use expression and do not rely on illustrations to help them.

  • Extract meaning from the text while reading with less dependence on illustrations
  • Approach different genres with increasing flexibility
  • Use punctuation and layout to read with a greater range of expression and control
  • Sustain reading through longer sentence structures and paragraphs
  • Tackle a higher ratio of more complex words using known vocabulary, phonic knowledge and syllables
  • Find a way around alphabetically ordered texts such as indexes, glossaries and dictionaries

 

Purple book band

Children might read silently or quietly at quite a rapid pace, taking note of punctuation.

  • Look through a variety of texts with growing independence to predict content, layout and story development
  • Read silently or quietly at a more rapid pace, taking note of punctuation and using it to keep track of longer sentences
  • Solve most unfamiliar words on the run by blending long vowel phonemes, recognising and using them in longer and more complex words
  • Adapt to fiction, non-fiction or poetic language with growing flexibility
  • Take a more conscious account of literary effects used by fiction writers, and the formal language of different types of non-fiction
  • Begin to make more conscious use of reading to extend speaking and writing vocabulary and syntax

Gold book band

Children might read silently or quietly at quite a rapid pace, taking note of punctuation.

  • Look through a variety of books with growing independence to predict content and story development, and make full use of non-fiction layout
  • Read silently or quietly at a more rapid pace, taking note of punctuation and using it to keep track of longer sentences
  • Solve most unfamiliar words on the run by blending long vowel phonemes, recognising and using them in longer and more complex words
  • Adapt to fiction, non-fiction and poetic language with growing flexibility
  • Take a more conscious account of literary effects used by writers
  • Make more conscious use of reading to extend speaking and writing vocabulary and syntax
  • locate and interpret information in non-fiction

White book band

Books might have chapters. Children will read silently most of the time. They are interested in longer texts which they can return to easily after a break.

  • Read silently most of the time
  • Sustain interest in longer texts, returning to it easily after a break
  • Use text more fully as a reference and as a model
  • Search for and find information in texts more flexibly
  • Notice the spelling of unfamiliar words and relate to known words
  • Show increased awareness of vocabulary and precise meaning
  • Express reasoned opinions about what is read and compare texts
  • Offer and discuss interpretations of text
  • Comment on main characters and how they relate to each other
  • Suggest alternatives or extensions to events and actions
  • Discuss feelings created by stories
  • Retelling of stories is balanced and clear

Lime book band  

Books might have chapters. Children will read silently most of the time. They are interested in longer texts which they can return to easily after a break.

  • Begin to read reflectively and to perceive meanings beyond the literal
  • Refer to text to support own ideas
  • Distinguish main points from examples; fact from opinion
  • Devise key questions and words for searching and use several sources
  • Begin to read in different ways for different purposes, e.g. skimming for relevance, scanning for specific details, reflective and recursive reading for fuller comprehension
  • Compare/contrast work from more than one source
  • Read aloud with expression and intonation taking account of punctuation
  • Pupils can refer to text layout and organisation
  • Pupils show some awareness of the point of view of the author
  • Beginning to sustain narrative and investigative reading

Beyond lime and Free Readers

Books might have chapters. Children read silently with confidence and perseverance. A wide variety of longer, demanding texts.  

Learning opportunities:

  • Sustain confidence and perseverance when reading longer, demanding texts
  • Begin to use deduction and inference with more mature fiction and poetry
  • Begin to perceive how an author develops: plot, characters, meanings beyond the literal, figurative language
  • Distinguish fact from opinion, point from example, relevant from irrelevant
  • Select key points of a text and summarise
  • Can refer to the impact of structure and organisation of texts
  • Can refer to text to explain their views
  • Identify themes
  • Identify impact of word choices
  • Secure the skills of skimming and scanning and recursive reading
  • Pupils can identify the purpose of a text