Reading in KS2 - Implementation

 

IMPLEMENTATION: TEACHING AND LEARNING OF READING IN KEY STAGE 2

 

Reading in Key Stage 2 will take place daily for 30 minutes in each class. In each class, the approach may 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 2 classes, both in relation to content and delivery.

 

Delivery: responding to assessment

 

Teachers will deliver a reading curriculum informed by assessment. Materials that teachers should refer to in order to inform assessment will be the National Curriculum 2014, Tracker Plus, PiRA assessments, phonics, Reading Plus assessment and class-based Assessment for Learning (AfL).

 

In responding to assessments, the work in the classroom will consist of developing reading independence through fluency work, developing the eight reading strategies to help to understand and enjoy reading, developing comprehension skills and listening to an age-appropriate class story.

 

Where appropriate in Key Stage 2, work will consist of developing phonics knowledge and application in line with our Monster Phonics program and the needs of the children.

 

Delivery: sequence of learning

 

An individual reading sequence of learning will take place for no longer than two weeks. Within that, there will be a combination of whole class teaching of reading and guided group work. During the sequence, the class teacher must work within the following guidelines:

 

There must be time given to developing and promote reading fluency.

 

Work on developing the 8 strategies to help to understand and enjoy reading will take place in line with the Key Stage 2 long-term reading plan.

 

The class teacher will work with every child at least once in a guided reading group situation during the sequence.

 

The teaching assistant will support the reading sequence under the provision, guidance and direction of the class teacher.

 

All children must have the opportunity to listen to an appropriate class book, read fluently by an adult in school.

 

Children must be provided with opportunities to access online reading materials, such as Bug Club and Reading Plus.

 

 

The class teacher will determine the most appropriate teaching sequence and method of delivery as a result of their knowledge of the children and their needs. One sequence may differ to another within the same class as a result of responding to assessment.

 

Delivery: guided group work

 

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
  • Make links to prior learning

 
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