Reading in KS1 - Implementation

 

IMPLEMENTATION: TEACHING AND LEARNING OF READING IN KEY STAGE 1

 

In Key Stage 1, the children are taught to read using the Monster Phonics scheme. Phonics lessons are taught daily and learning is then practiced throughout the day.

 

Guided Reading

 

Guided reading lessons take place a minimum of 3 times per week. Every reading lesson begins with a focused whole-class input. The teacher will introduce a new skill to the children or aim to revisit a skill that needs to be consolidated. The teacher will model what a reader should sound like in terms of fluency and expression and then will use the carefully selected text to discuss the focus skill, e.g. visualising.

 

The children will then move into their guided reading groups. Some groups will be adult-led where others will be independent. The guided reading books are from the Monster Phonics scheme and are selected according to where each group is in their phonological understanding and what the need to practice to further develop their decoding skills.

 

The adult-led groups will benefit from:

 

Opportunity to listen to a small group of children read

 

Opportunity to apply phonic learning

 

Target individuals with questioning and feedback

 

Accurately assess children’s individual reading skills

 

Listen to all children read within the week

 

Successfully and accurately assess children’s needs and plan for future lessons or interventions

 

 

The independent groups will undertake meaningful activities that are related to the application of phonics, reading skills practice or comprehension.

 

Outside of the phonics and guided reading sessions the children are exposed to a range of texts during storytime, use of the reading area, Bug Club, Monster Phonics eBooks, wider curriculum texts and writing activities linked to books. Reading in Key Stage 2 will take place daily for 30 minutes in each class. In each class, the approach will vary depending on the needs and ability of the children.

 

Although approaches may vary, there will be common themes running through all of the Key Stage 1 classes, both in relation to content and delivery.

During work within a guided group, these key components will be evident across all ages and of all ability. The order of the structure may vary based on the teacher’s intended outcomes for the guided group work.

 

Introduction

Children may be asked to:

  • Comment on their prior knowledge of the topic/book
  • Make predictions

 

The adult should:

  • Recap the strategies that we use for decoding. Reminds the children what to do if they get stuck on a word.
  • Share the focus strategy for the lesson and model using it.

 

Vocabulary Check and Modelling

The adult should:

  • Check understanding of previously learnt vocabulary from the text.
  • Share new vocabulary that the children will meet in the text and discuss meaning in context.
  • Remind the children of expectations for reading fluently and expressively and model this by reading some of the text being used for the session.

 

Independent Reading

The adult should:

  • Share a key question(s) to give the children a purpose for reading that enables the children to practice the focus strategy.

 

The children should:

  • Read to themselves, at their own pace (silently or using a ‘private voice)
  • Record their response to the key question(s).

 

The adult should:

  • Give individual children some focused attention to monitor accuracy, fluency and strategyuse.
  • Encourage children to reread a sentence if they have needed to pause to decode some of the words (promoting fluency).

 

Returning to the Text

The adult should:

  • Identify and discuss with the children elements which may require clarification.
  • Revisit the focus strategy and key vocabulary.
  • Model reading fluently and expressively, or ask children to model through peer demonstration
  • Take responses to the key question(s) and discuss.

 

Responding to the Text

The adult should:

  • Ask further questions that deepen understanding and provide the opportunity to expand ideas.
  • Listen to responses and tailor questioning to prompt children to justify their answers
  • Makes links to prior learning

 
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