Skills Progression

From the nursery onwards children are encouraged to read for pleasure through our shared book scheme. When children are blending sounds they are introduced to phonic reading books which support the sounds they are learning at school. Reading books are colour-coded and include a mixture of fiction and non-fiction. We aim that all children will meet or exceed the Early Learning Goal by the end of reception:

Early Learning Goal

Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

Children continue to progress through colour coded book bands as their ability to decode text and comprehension skills develop. In year 1 children consolidate their phonic knowledge by learning to read alternative pronunciations and spellings of sounds such as air in fairy, are in care, ear in bear.

Reading for meaning is encouraged in guided reading sessions which focus on specific aspects such as:

• Retrieving information from the text e.g.  Where does the story take place?  

• Inferring or interpreting information e.g. Predict what you think is going to happen next.  Why do you think this?

• Commenting on the structure of the text e.g. Why do you think the author used short sentences?

• Explaining the author’s use of language e.g. What does the use of the word ’crept’ make us think is going to happen? 

• Identifying the effect of a text on the reader e.g. How could the story be improved or changed for the better?

• Relating the text to social, cultural or historical context e.g. How would you have felt in the same situation?

In Key Stage Two, children are expected to read a book matched to their reading ability, on a daily basis. Reading for pleasure is promoted with all children and a wide range of texts are provided to engage children’s interest. Key skills are developed to improve children’s reading comprehension including:

• Fact and opinion 

• Inference

Children will also be expected to comment on the author’s use of language, giving reasons why particular words have been used and the effect they have eg  the cat crept into the dark shadows , can suggest something different to the cat walked into the dark shadows.  

Even if your child can read fluently, it is vital they continue to read aloud to an adult. This can be a page from the book they are reading, a recipe or a newspaper article. Adults can support children by asking questions and encouraging your child to ask questions about what they are reading. Some key questions are shown below.

Questions to ask your child when reading – Key Stage 2

Before reading the book:

• What do you think this story will be about?

• What might happen in the story?

• What genre will this story be? E.g. fantasy, comedy, horror.

• What do we call the writing on the back of the book? (Blurb) or What does the blurb tell us?

During the reading of the book:

• What has happened so far? Is it what you expected to happen?

• What might happen next?

• How do you think the story might end?

• Who is your favourite character? Why?

• Who is the character you like least? Why?

• Find 2 sentences, which describe the setting.

• Is the plot fast or slow moving? Find some evidence in the text, which supports your view.

At the end of the book:

• Which part of the story is your favourite / least favourite? Why?

• Would you change any part of the story? How?

• Would you change any of the characters? How?

• Which part of the story was the funniest, scariest, saddest, and happiest? Find some evidence in the text to support your opinion.

• Would you like to read another book by this author? Why?

• Does your opinion of this character change during the story? How? Why?

• If you met one of the characters from the story, what would you say to him / her?

• Find 2 things the author wrote about this character that made him / her likeable or unlikeable?