Reading in KS2
Teaching Reading in Years 2 to 6
Once children have completed the Read Write Inc programme, we teach reading through daily reading sessions which focus on developing children’s skills in the following three areas:
- Understanding and use of vocabulary
- Reading fluency
- Comprehension skills
We use high-quality texts within these sessions to ensure children have the opportunity to explore and engage with a range of stories, non-fiction texts and poetry. Teachers complete a half-termly plan to ensure a range of text types, reading skills and vocabulary are covered each half-term.
A Two-Week Timetable
Our reading sessions follow a two-week timetable:
Vocabulary sessions give dedicated time for children to explore and use new vocabulary taught in context within the text. A range of different activities are used during these sessions, including:
- Defining and categorising new vocabulary
- Working with Frayer models
- Investigating synonyms and antonyms
- Exploring the effect of using different vocabulary.
Weekly fluency sessions are focussed on developing the three areas of reading fluency:
- Accuracy - reading words correctly, including using accurate decoding and word recognition
- Automaticity – reading words automatically, enabling an appropriate reading speed and ‘effortless’ reading
- Prosody – reading with appropriate stress and intonation, leading to variation in volume, phrasing, smoothness and pace.
The teacher reads a short section of text aloud, explicitly modelling effective, fluent reading and the concept of making meaning from text. The author’s choice of language, sentence structure and punctuation are discussed, along with the effect this has on the reader. Part of the text is then read again in phrases and/or sentences by the teacher with the children reading it back to them; this is echo reading. Children then practice reading the section with a partner to develop their own reading fluency.
Hooked on Books
Our Book Talk and Demonstration Comprehension sessions follow Jane Considine’s Hooked on Books approach.
In Book Talk, children read and respond to a text in small groups. Their reflections and answers to posed questions are then shared and further developed orally with the rest of the class. In Demonstration Comprehension sessions, we focus on answering questions on a class text, using teacher modelling and scaffolding strategies to support all children to demonstrate their understanding in their written answers.
We use the lenses on the three layers of Jane Considine’s Reading Rainbow to give a sharp focus to the particular skill children are developing when reading and responding to texts. Through this, we ensure children are working on a wide range of different skills throughout their reading sessions.
The three zones of reading on the rainbow are:
FANTASTIC: Nine lenses through which writers communicate their ideas.
STYLISTIC: Nine lenses through which children interrogate the text and build their understanding of it.
ANALYTICS: Nine lenses representing the high-order skills of reading.
Tier Two Vocabulary
Vocabulary can be categorised into three groups:
- Tier one vocabulary are words which are used frequently in spoken language
- Tier two vocabulary are words which are written frequently in texts but are not usually used in everyday spoken language.
- Tier three vocabulary is subject specific, academic language.
Within our reading sessions, children are specifically taught a carefully selected range of tier two vocabulary which they are given opportunities to see, discuss and use in context.