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Reading in Key Stage 2


reading in key stage 2

 The development of reading is made on the basis of a series of strands:

Word reading

Children should decode using phonics and graphic knowledge (phonics first approach) and through reading common exception or tricky words. As decoding develops children should learn to read quickly and fluently words they have decoded on several occasions and not decode every word.

 Reading (and listening) comprehension:

Children should be taught to develop pleasure in reading, motivation to read, vocabulary and understanding

Children should listen to and discuss a wide range of poetry , stories and non-fiction including reference books

Children should discuss what they read with other children and adults with developing confidence and independence and in developing detail.

Children should listen to stories read aloud by the teacher and understand these, including being encouraged to visualise (picture what is going on and be prepared to change their mind about what might happen), make inferences and ask questions as an active listener. 

Children should be taught to understand the books they can read and those read aloud to them by:

• 1. Predicting

•2. Understanding vocabulary: developing strategies for this including recognising what they don't understand

•3. Asking questions and “wondering” about the text

•4. Developing inference

•5. Summarising


Guided and Shared Reading

In years 3 – 6, children participate in guided reading sessions which provide opportunities to teach the skills of reading explicitly. A guided reading skill is taught and practised over two weeks, so children are able to practise it within a variety of contexts e.g. in a small group with the teacher, with their peer, using drama, written exercises and through whole class discussion. Teachers have high quality texts that are shared with the class, which include advertisements, information texts, chapters from fictional books, poetry and more. Vocabulary is always a focus and teachers use questioning to ensure pupils at Woodcote grow their confidence with words.


Whole Class Books and Individual Reading

All classes read a book for pleasure based on their topic of the half term. Books have been carefully selected to gain interest from the children and to provide further rich opportunities to extend their knowledge of their topic, but also books are chosen to ensure children read books that challenge thinking and allow them to see themselves reflected in what they have read. Furthermore, when choosing books across the curriculum we consider that it gives children the opportunity to understand lives and worlds from a variety of individuals from all different backgrounds and cultures and of different abilities taking advice from the Centre of Literacy for Primary Education. Although teachers may take the opportunity to question children’s comprehension using the class reading book, it is a time for children to enjoy a story being read to them and foster a real love of reading. It gives a chance for every child to enjoy a story as a whole class.

Some of our class books across the school are: 



It is our intention that children in Key Stage 2 are heard reading at least once every two weeks, in order to check their  reading comprehension. KS2 reading books consist of the Oxford Reading Tree scheme books. Books are carefully banded into colours based upon the overall difficulty of the text, as well as the level of vocabulary and age-appropriate content. Children are taught how to choose books that they will enjoy and are encouraged to read a variety of different text types (e.g. fiction, non-fiction, poems etc.). They will work at their own pace through the colour bands, only moving on when teachers feel they are ready to progress: movement between bands is not only dependent on the ability to decode, but also on being able to show an appropriate comprehension of the texts they meet. Pupils deemed to require extra support read with an adult in school at least once per week (in addition to taught reading sessions) alongside other interventions.

To develop reading for pleasure, and to share reading at home, all children from EYFS to year 6 are encouraged to take a library book home.

Use the Pie Corbett's Reading Spine to find age-appropriate, quality, recommended reads. 



Across the curriculum

Shared reading in other subjects also gives the chance for children to investigate and develop empathy for other lives, worlds and perspectives, which is why books, texts and poems are so commonly used in our PSHE sessions.  

Some of the texts we have used to stimulate discussion in our PSHE sessions this year are: 

 Above all, we know that reading is the key to the curriculum. We pride ourselves for giving plenty of opportunities to expose children to books and vocabulary to help support their lifelong learning.

Reading progression

Supporting my child

Below find a list of questions which can be used to develop reading skills at home. 

Support KS2 readers at home

For some children and adults, learning how to read can be very tricky. Our curriculum is for everyone and we put support in place to help those who find this area of learning difficult. Please speak to your class teacher if you have any concerns or want to know more. Find out more about how we support SEN: SEN (Key Information menu tab)

This website gives some excellent tips to help children and adults with dyslexia, although it has excellent support if you find spellings difficult without having a dyslexic diagnosis. 


Support with reading

Enjoying books together

We encourage children to bring their school books home to share with you at least three times a week.

This link will also take you to beautiful books which can be read and enjoyed together at home, with a sign language option also available.

Reading books aloud

World Book Day and other events