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Guided reading with the children and also giving the children who can segment words to read as they always want to show how they are reading at home as well

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children will remember the words and they will be able to retell the story or nursery rhyme independently

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A great opportunity for comprehension skills is every time you read a story at the end of the day.

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I agree as it can be difficult to deliver a session due to time restraints.

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Students are given an appropriate amount of time in focus groups and in interventions to answer questions . Students are taught - closer to SATS- how to monitor time for assessments and time strategies

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Comprehension interventions for children slightly below attainment levels. To quickly close gaps in learning.

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No it’s just extracts

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Yes, we will work on a whole story for a period of time rather than extracts. This familiarises the children with the genre as well as character development and building a story.

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year 1 comprehension is based on reading practice. A whole reading practice session is aimed at this skill.

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The develop their reading independently and they share their ideas with their partners

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visuals with the theme of the week, story of the day, discuss new words and ask questions about characters

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Weekly comprehension opportunities in small targeted groups.

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Introducing vocabulary and words through our stories . Children have an E -book and they take home books on a Friday for reading with a member of their family .

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Just as the assessments given , we use whole short texts , appeoximately the same length as those found in the SATS.

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Children come out of intervention when they have achieved 

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Children come out of intervention when they have achieved 

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Yes, some children are more fluent than others and are able to assist others with correct phonics knowledge as well as working on their own.

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Half termly comprehension based on PPM

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I believe the curriculum focuses on both; it depends on the level of children and the learning objective. This is why texts are meant to be scaffolded or re-written by the teacher so they are accessible to students.

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Children are excited about story time and use comprehension skills of predicting beginning in nursery - thinking deeply about characters and plot 

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Children are excited about story time and use comprehension skills of predicting beginning in nursery - thinking deeply about characters and plot 

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Pupils have the opportunity to read in pairs and to the class, this builds their fluency

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Yes, they’re able to express their feelings and thoughts in regards to the story they’ve been read.

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Critical thinking skills need to develop

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Students have some opportunity to read and independently tackle tasks , including decoding and word meaning . This is an area of development for stretching the step/main students .

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The lack of imagination for some children holds them and there writing back.

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The lack of imagination for some children holds them and there writing back.

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Kerry W

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We use a whole text and use extracts each week from the text.

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Yes. Students that are less confident with reading may feel more inclined to develop their fluency in pairs.

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Year 6 SATS boosters

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Daily reading to promote fluent reading.

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Shared write lessons.

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They always read the same books

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In year 2 we run boosters before the SATs period.  These usually focus on one skill e.g inference and will run for around 15 mins. 

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In year 2 we run boosters before the SATs period.  These usually focus on one skill e.g inference and will run for around 15 mins. 

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Yes, non fiction & fiction are part of our in class library.

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Yes, previous guidance has directed teachers to websites such as clpe to ensure high quality texts are chosen. Guidance further encouraged teachers to use this as the end of the day story too.

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Vocab lessons are engaging, with a range of different activities each week

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Children are exposed to words daily, from books, speech bubbles, chatting.

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Phonics /reading

Embedding phonics and following the plans

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In guided reading we study 3 texts and during a term we introduced them to poems, fiction and nonfiction

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We used picture books in year 2 and will use the whole book to start this process during whole class guided reading

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We used picture books in year 2 and will use the whole book to start this process during whole class guided reading

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Nursery rhyme of the week, new book each week, a new story each week to take home

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Pupils work in pairs, groups and individually in GR and sometimes during other subjects.

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Yes, these are mentioned on the yearly writing overviews. It is part of the writing cycle to discuss in detail the text type and the audience they are aimed at which will change the type of speech.

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Although extensions try to prompt deeper thinking and text comparisons , students are often struggling to link their knowledge or prior learning . Many are also not engaged in reading as a subject .

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Daily readers interventions to promote independent fluency 

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Daily readers interventions to promote independent fluency 

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Students are more likely to discuss texts on a deeper level when provided with scaffolding to begin the conversation.

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Yes they do!

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Compare similar texts in writing prior to ind. write

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We try and introduce pair work during guided reading for those who are moving on from decoding and phonics. 

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We try and introduce pair work during guided reading for those who are moving on from decoding and phonics. 

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Reading for enjoyment with the class.

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Prosody in Phonics

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In Guided Reading lessons, each week carries on with the same novel

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In English, fiction, non-fiction, poetry...

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In English, fiction, non-fiction, poetry...

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Yes I agree. Teachers introduce a wider range of genres. Students are often limited to their own interests which can limit their interest to explore alternate genres.

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Students read texts related to a variety of topics , many of which link to the curriculum .

Many also require deeper thinking of previous knowledge , such as twisted fairy tales and alternative tales

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By reading range of stories in both Guided Reading lessons and books at the end of the day

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yes. poetry, non-fiction, fiction, fairy tales, repeated phrases. etc which is also mirrored on the writing yearly overviews.

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In english, we choose rich texts which cover a range of authors, settings and characters. 

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In english, we choose rich texts which cover a range of authors, settings and characters. 