Reading in LKS2

Reading at Blakehill Fiction, Non- Fiction and Poetry. Reading to learn. Reading to enjoy.

National Curriculum Reading consists of two dimensions: - Word reading -Comprehension (both listening and reading)

Word Reading in LKS2 Phonics – regularly applied and used to underpin reading now rather than explicitly taught. - Rapid Phonics Children to be developing a range of strategies to support their word reading. - phonic segmenting and blending - syllabic segmenting - to use knowledge of spelling rules Expression and intonation. Beginning to skim read.

Comprehension Word understanding. Identify words which have been used for effect and explain what they mean/ why they might have been used. Explaining what has happened. To use clues in the text to read between the lines and infer information about a character or plot. Use what has been read to explain and support ideas. Compare books and see similarities/ differences.

Word understanding Children to be motivated in ensuring they understand all of the words that they read. Use sentence level knowledge. Use and be aware of text features eg glossary. To use spelling rules. eg. Old garment bags hung from a clothesline of thin wire stretching across the width of the attic.

Understanding use of language To understand the job a word does. To replace new words with synonyms to show understanding. To be able to explain what they know from a particular word being used. eg. With each crumbling page, Jared was learning strange facts. - What does the word crumbling tell you about the book?

Explaining what has happened - recall Children to put in their own words what they have read and what is happening. Main points. Initially paragraph – page – chapter.

Inference To use clues in the text to read between the lines and infer information about a character or plot. eg. “In the attic!” His mother almost spilled her iced tea. “Jared Grace, as you know, half of the entire second floor is so rotted that if you step wrong, you’ll find yourself in the downstairs parlour.” - How can we tell what mum is feeling in this part of the text?

Use what has been read to explain and support ideas. When children are answering a question, we ask them to use parts of what they have read to explain their ideas clearly. eg. I think mum is feeling shocked at what Jared has done because she has spilled her drink and called him by his full name.

Traditions Pull together what they know about stories/ non fiction texts to support understanding. Link characters. Link plots. Link features of similar text types. eg. Spiderwick Chronicles is similar to the Faraway Tree because it follows three brothers and sisters who go on an adventure.