Progression Guidance: Reading - Comprehension through the Primary School. Kent Literacy Consultants September 2014 Page 1.

Transcription

1 Progression Guidance: Reading - Comprehension through the Primary School This is a guidance document. It complements the new National Curriculum Programmes of Study for key Stages 1 and 2. Within each stage, schools have the flexibility to introduce content earlier or later than suggested. Year group Year R Guidance from the DfE Early Years Outcomes document Sept.2013 Knowledge, skills and understanding Continues a rhyming string Hears and says the initial sound in words Can segment the sounds in simple words and blend them together and knows which letters represent some of them. Links sounds to letters naming and sounding the letters of the alphabet Begins to read words and simple sentences Uses vocabulary and forms of speech that are increasingly influenced by their experience of books Enjoys an increasing range of books Knows that information can be retrieved from books and computers. How comprehension can be supported by adults; routines and resources Year R is not included in the programme of study for key stages 1 and 2. However, guidance would clearly prepare pupils for the Year 1 requirements. Hear and repeat familiar nursery rhymes and songs. Introduce the alphabet code by singing alphabet songs (e.g. to the tune of Auld Lang Syne). Tune into sounds around the environment indoors and out. Become familiar with letter shapes by: drawing, play-dough, tracing, sand and mud. Share books about sounds e.g. The Ding Dong Bag, Tanka Tanka Skunk. Ensure clear enunciation of phonemes by all practitioners, supported by games such as Magic Bag, What s in the box? Play with alliteration of phonemes i.e. Sian and Charlotte share the shapes Orally segment and blend phonemes for common articles i.e. b-a-g c-oa-t sh-ir-t. Kent Literacy Consultants September 2014 Page 1

2 Include oral repetition of phrase or chorus from familiar stories e.g. Run, run as fast as you can. Share reading of sentences modelled by the practitioner. Have a print-rich environment. Create an interesting and enticing book corner, wellresourced and updated regularly. Read-aloud a range of stories non-fiction and poetry regularly. Enjoy shared reading of big books and other texts as a regular routine. Give opportunities to use computers for a range of reading related activities. Year 1 Pupils should be taught to: develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently being encouraged to link what they read or hear read to their own experiences becoming very familiar with key stories, fairy stories and Routines and resources Encourage automatic response to known graphemephoneme correspondences. Sound out and blend unfamiliar words by using (large) magnetic letters whiteboards, tiles and cards. Provide opportunities for children to read books that are closely matched to their developing phonic knowledge e.g. Shark in the Park or Snail and the Whale. Support phonic skills by reading some pseudo words which match the GPC s taught so far. Kent Literacy Consultants September 2014 Page 2

3 traditional tales, retelling them and considering their particular characteristics recognising and joining in with predictable phrases learning to appreciate rhymes and poems, and to recite some by heart discussing word meanings, linking new meanings to those already known understand both the books they can already read accurately and fluently and those they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher checking that the text makes sense to them as they read and correcting inaccurate reading discussing the significance of the title and events making inferences on the basis of what is being said and done predicting what might happen on the basis of what has been read so far participate in discussion about what is read to them, taking turns and listening to what others say explain clearly their understanding of what is read to them. Display and read automatically a set of selected common exception words. Regularly enjoy a wide-ranging read-aloud programme by a range of practitioners, including CD s and IWB s and radio broadcasts. Ensure that the learning environment supports the introduction of new texts, such as by using interactive scenes to play with the characters, Story sacks or working walls. Talk about favourite stories poems and non-fiction and explain why they are favourites. Know key stories by heart and be able to talk about important events. Recite rhymes by heart as a regular routine. Build a repertoire of familiar rhymes and poems, know to both practitioner and pupils. Choose texts to develop word meanings and to extend vocabulary. Support children as they read to self-correct and reread for sense in 1:1, guided and shared reading. Use pictures and texts to be able to predict what is going to happen next in stories. Be able to read signs and key vocabulary displayed around Kent Literacy Consultants September 2014 Page 3

4 the environment. Discuss the feelings of characters in stories. Look at layout of books and talk about titles and blurb. Pupils should be taught to: Investigate vocabulary in context e.g. find another word or Year 2 develop pleasure in reading, motivation to read, vocabulary and phrase that means the same thing. understanding by: Read a range of whole texts including classical and listening to, discussing and expressing views about a contemporary poetry, picture books, class texts, big books and wide range of contemporary and classic poetry, stories narrative poems, including those that are at a level beyond that and non-fiction at a level beyond that at which they can which children can read independently. read independently Read fluently a range of common exception words, by using discussing the sequence of events in books and how items of information are related games such as Bingo, Pelmanism and through handwriting practice. becoming increasingly familiar with and retelling a wider Provide an enticing, well-stocked reading environment or area range of stories, fairy stories and traditional tales with rich and varied texts. being introduced to non-fiction books that are structured Understand the text through careful questioning and book talk. in different ways recognising simple recurring literary language in stories Find opportunities to discuss the books children are reading, asking for their opinions about characters and events. and poetry Set up reading buddies, pairing up for reading time. discussing and clarifying the meanings of words, linking new meanings to known vocabulary Enjoy class texts through other curriculum areas e.g. through making models, role play, painting or sculpture. Kent Literacy Consultants September 2014 Page 4

5 discussing their favourite words and phrases Regularly enjoy shared reading opportunities in order to continuing to build up a repertoire of poems learnt by discuss, for example, how information texts are organised, heart, appreciating these and reciting some, with leading to a writing activity for example: make an information appropriate intonation to make the meaning clear leaflet. understand both the books that they can already read Develop a wide repertoire of poems to read aloud, and learn accurately and fluently and those that they listen to by: some by heart. Display or make a book of class favourites. drawing on what they already know or on background When reading classical and contemporary poetry, identify information and vocabulary provided by the teacher recurring literary language such as rhyming words. checking that the text makes sense to them as they read Investigating and enjoying the sounds of words and making and correcting inaccurate reading collections. making inferences on the basis of what is being said and Encourage use of morphology (such as affixes) to investigate done meanings of new words. answering and asking questions Include drama activities where children are in role, imagining predicting what might happen on the basis of what has what it would feel like to be that character. been read so far participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves. Kent Literacy Consultants September 2014 Page 5

6 Pupils should be taught to: Broaden the ways in which children are introduced to texts e.g. Years 3 develop positive attitudes to reading and understanding of what local libraries, bookshops and independent booksellers. and 4 they read by: Build in time for children to browse, discuss and explain their listening to and discussing a wide range of fiction, poetry, choices. plays, non-fiction and reference books or textbooks Engage in a forum for book talk and discuss books where reading books that are structured in different ways and discussion deepens thinking about texts. reading for a range of purposes Introduce book clubs for different groups of children and using dictionaries to check the meaning of words that parents. they have read Hold cosy book nights or an opportunity for children and their increasing their familiarity with a wide range of books, parents to return to school in the early evening to hear stories including fairy stories, myths and legends, and retelling read aloud. some of these orally Ensure children are given opportunities to become confident in identifying themes and conventions in a wide range of using dictionaries, books of word origins and thesauruses in a books variety of situations. preparing poems and play scripts to read aloud and to Explore poems and play scripts through role play and drama, perform, showing understanding through intonation, tone, sometimes leading to performance and peer evaluation. volume and action Collect words that excite and interest. Discuss the nuances of discussing words and phrases that capture the reader s meaning in words that arise from reading. interest and imagination Discuss synonyms for words and phrases in context, using recognising some different forms of poetry [for example, thesauruses and word processing. free verse, narrative poetry] Play Call my Bluff style games, giving three definitions and understand what they read, in books they can read deciding which one is correct. independently, by: Use shared/group reading as an opportunity to infer characters Kent Literacy Consultants September 2014 Page 6

7 checking that the text makes sense to them, discussing feelings and motivations. their understanding and explaining the meaning of words Role play characters by hot seating or conscience corridor, in in context order to understand their point of view. asking questions to improve their understanding of a text Read aloud class story up to a given point, discuss, predict and drawing inferences such as inferring characters feelings, write about what might happen next. thoughts and motives from their actions, and justifying Model how to identify key words and phrases that can inferences with evidence summarise a text. predicting what might happen from details stated and Work in pairs to locate ideas that can summarise a text. implied During written comprehension activities, allow adequate time for identifying main ideas drawn from more than one children to fully engage with the text. paragraph and summarising these Set up reading buddies with younger children. identifying how language, structure, and presentation Collect and have visits by favourite authors and poets. contribute to meaning Consider using tablets or e-books to motivate children to read. retrieve and record information from non-fiction participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say. Pupils should be taught to: Broaden the texts that children read and discuss to Years 5 maintain positive attitudes to reading and understanding of include modern fiction, fiction from our literary heritage and 6 what they read by: and books from other cultures. continuing to read and discuss an increasingly wide Practitioners to keep up-to-date knowledge of range of fiction, poetry, plays, non-fiction and reference contemporary fiction and retellings of other works. books or textbooks Discuss and review books read. Kent Literacy Consultants September 2014 Page 7

8 reading books that are structured in different ways and reading for a range of purposes increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions recommending books that they have read to their peers, giving reasons for their choices identifying and discussing themes and conventions in and across a wide range of writing making comparisons within and across books learning a wider range of poetry by heart preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience understand what they read by: checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context asking questions to improve their understanding drawing inferences such as inferring characters feelings, thoughts and motives from their actions, and Read, enjoy and perform a repertoire of poetry, reciting some poems by heart. Use shared/group reading as an opportunity to infer characters feelings and motivations; justify opinions by locating evidence in the text. Role play characters by activities such as hot seating or conscience corridor, in order to understand their point of view. Read aloud class story up to a given point, discuss predict and write about what might happen next. Model how to identify key words and phrases. Work in pairs to locate ideas that summarise a text, drawn from several paragraphs. Identify key details that support the main idea. During written comprehension activities, allow adequate time for children to fully engage with the text. Use read-aloud programme, shared and guided reading to consider authorial purpose and effect. Identify figurative language such as alliteration, simile and metaphor in poetry and fiction. Use a newspaper report to distinguish between fact and opinion (practitioner to model this first). Engage in group discussion (book talk) around the class Kent Literacy Consultants September 2014 Page 8

9 justifying inferences with evidence predicting what might happen from details stated and implied summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas identifying how language, structure and presentation contribute to meaning discuss and evaluate how authors use language, including figurative language, considering the impact on the reader distinguish between statements of fact and opinion retrieve, record and present information from non-fiction book and the pupils own reading to build their own ideas, clarify their thinking and to justify their views. Engage the children in discussion about how the class or school libraries could be arranged and organised. Ask children to suggest a favourite author of the week, selecting texts and reviews for display. Organise the reading area into books around chosen themes, using attractive ways to display different genres, or books by different authors. Outside the classroom, display the class text: In class, we are reading. participate in discussions about books that are read to them and those they can read for themselves, building on their own and others ideas and challenging views courteously explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary provide reasoned justifications for their views. Kent Literacy Consultants September 2014 Page 9