Reading

Reading at St. Felix – What to Expect

Early Years Foundation Stage  Nursery and Reception)

We believe that a love for reading begins at the earliest stages of a child’s development. Being read to as an infant, reading favourite stories again and again, searching for the answers to difficult questions in beautiful non-fiction books and showing our own love for books are the secret ingredients for leading children into a life-long relationship with reading.

We promote this love of reading throughout the Early Years setting.

The Nursery Children are immersed in pre-reading skills

  • Early phonics are introduced by developing careful listening skills and recognising rhyming words.
  • Letter sounds are taught ‘kinaesthetically’ by saying, looking at and making an action.

The Reception children are taught the skills for reading each day:

  • Phonic skills are taught systematically using both the ‘Jolly Phonic’ Scheme and the ‘Letters and Sounds’ programme.
  • ‘Tricky’ key words like ‘the’ and ‘who’ are taught to be remembered by sight

The children are given a reading book to take home when they are ready and have developed their essential skills. The Literacy themes in our curriculum are always based on exciting texts – Familiar Nursery Rhymes, Traditional Stories and beautiful Non – Fiction books.

Follow the link to the recommended reading list for Early Years.

Key Stage 1 (Year 1 and 2)

The early reading skills taught in the Foundation Stage are now built upon in Key Stage 1. Children enjoy the success of being able to read simple texts on their own. Practice at this stage is vitally important and reading at home on a daily basis will ensure the best progress in developing fluency and accuracy.

A variety of reading schemes are used to ensure that the children have a varied range of texts to motivate and engage them.  The books are organised into coloured bands to make sure that readers have both challenge and support before they move to a new level.

  • Children continue with regular phonic sessions focussing on more complex phonemes (sounds).
  • Careful assessment identifies strengths and areas where a child needs more support, experience or indeed challenge.
  • Guided reading sessions ensure important skills are taught in small groups and that children are understanding what they are reading.

Reading Records are sent home each day with the expectation that reading is done with an adult as many days of the week as possible.

Follow the link to the recommended reading list for Key Stage 1

Lower Key Stage 2 (Years 3 and 4)

The reading books now become more complex and varied and children develop favourite authors and genres. Their skills are more fluent and they enjoy reading silently for longer periods of time.

Children are taught to explore the deeper meaning of texts and justify their answers, think about the style and messages of the author and tackle new, adventurous vocabulary.

  • Through Guided reading, children are expected to read or ‘de-code’ unfamiliar vocabulary more confidently.
  • Readers are challenged to talk with greater understanding about what they have read.
  • A wide range of genres will be explored in depth; poetry, non-fiction, play scripts.

At this stage, children should still read aloud at school and at home to ensure correct pronunciation and expression. Discussing what has been read can also highlight if children are fully understanding what they are reading.

Follow the link to the recommended reading list for Key Stage 2.

Upper Key Stage 2 (Years 5 and 6)

Reading should now be fluent and confident across a wide range of genres including newspapers and publications. Children are encouraged to talk about their reading and make links to other areas of their lives. They will be able to compare authors, texts and styles of writing and justify their preferences. Reading material will challenge children to give their views, ask questions and do further research into their interests.

  • Guided reading sessions will challenge readers to think about issues raised by authors and make links to their own experiences.
  • Readers will explore challenging texts including the classics.
  • The vocabulary encountered in reading will be reflected in children’s writing and communication.

At the end of year 6, reading should be fluent and effortless, ensuring readiness for the demands of Year 7 curriculum.

Follow the link to the recommended reading list for Key Stage 2.