Somerville Progression in Reading Recovery Curriculum

SOMERVILLE PRIMARY SCHOOL PROGRESSION IN READING Recovery Curriculum F2 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Decoding -Read and understand -Apply phonic knowledge -Apply phonic decoding -Apply their growing knowledge of root words, prefixes -Apply their growing knowledge of root words, prefixes simple sentences to decode words. until reading is fluent and suffixes, both to read aloud and to understand the and suffixes, both to read aloud and to understand the meaning of new words they meet. meaning of new words they meet. -Use phonic knowledge to -Respond speedily for all -Read accurately by decode regular words and 40+ phonemes blending, including -Read further exception words, noting the unusual -Apply phonic decoding until reading is fluent read them aloud alternative sounds for correspondences between spelling and sound, and where -Read accurately by blending, including alternative accurately -Read accurately by graphemes these occur in the word. sounds for graphemes blending taught GPCs - Read aloud phonetically decodable texts -Read some common -Read accurately words -Apply phonic decoding until reading is fluent irregular words -Read common exception with more than one -Read accurately by blending, including alternative ● Read Write Inc Fresh Start to be used for words syllable that contain the sounds for graphemes children who are unable to read fluently. Phonics lead to be same graphemes as above - Read aloud phonetically decodable texts released to focus on - Read common suffixes (– ● Smaller grouping to be used for Fresh Start. coaching groups to s, –es, –ing, –ed, –er and – -Read common suffixes ● Read Write Inc programme to continue into ● Half termly phonics assessments in KS2 support with delivery of est) Y3 and Y4 where needed. RWI. -Read further common instead of termly. - Read words with more exception words, noting ● All Y3 teachers to teach a speed sound lesson Regular assessment of than one syllable unusual correspondences at the end of each day in the autumn term. There will be a whole school focus on reading fluency children who are making through choral reading in shared read lessons. quicker progress than - Read contractions and -Read most words quickly ● Half termly phonics assessments in KS2 others. understand the use of an and accurately, without instead of termly. apostrophe overt sounding and blending, when they have ● 1:1 tuition for lowest 20% in autumn term. - Read aloud phonetically been frequently decodable texts encountered There will be a whole school focus on reading fluency through choral reading in shared read lessons. -Re-read these books to Phonics lead to be build up their fluency and released to focus on confidence in word coaching groups to reading. support with delivery of RWI. Phonics lead to be released to focus on Regular assessment of coaching groups to children who are making support with delivery of quicker progress than RWI. others. Regular assessment of children who are making quicker progress than others.

A range of reading -Access to a wide range of -Listening to and -Listening to, discussing - Listening to and discussing a wide range of fiction, -Continuing to read and discuss an increasingly wide reading materials (books, discussing a wide range of and expressing views poetry, plays, non-fiction and reference books or range of fiction, poetry, plays, non-fiction and reference Familiarity of texts poems, and other written poems, stories and non- about a wide range of textbooks books or textbooks materials) to ignite fiction at a level beyond contemporary and classic Poetry and interest that at which they can poetry, stories and non- -Reading books that are structured in different ways and -Reading books that are structured in different ways and performance read independently fiction at a level beyond reading for a range of purposes reading for a range of purposes Non-fiction -Enjoys an increasing that at which they can Discussing reading range of books. -Being encouraged to link read independently -making comparisons within and across books what they read or hear -Knows that information read to their own -Increasing their familiarity with a wide range of books, can be retrieved from experiences including myths, legends and traditional stories, modern books and computers. fiction, fiction from our literary heritage, and books from -Joins in with repeated -Becoming very familiar -Becoming increasingly -Increasing their familiarity with a wide range of books, other cultures and traditions refrains and anticipates with key stories, fairy familiar with and retelling including fairy stories, myths and legends, and retelling key events and phrases in stories and traditional a wider range of stories, some of these orally -Identifying and discussing themes and conventions in rhymes and stories. tales, retelling them and fairy stories and traditional and across a wide range of writing considering their particular tales -Identifying themes and conventions in a wide range of characteristics books -Recognising simple -Recognising and joining in recurring literary language with predictable phrases in stories and poetry -Continues a rhyming -Learning to appreciate -Continuing to build up a -Preparing poems and play scripts to read aloud and to -Learning a wider range of poetry by heart string rhymes and poems, and to repertoire of poems learnt perform, showing understanding through intonation, recite some by heart by heart, appreciating tone, volume and action -Preparing poems and plays to read aloud and to these and reciting some, perform, showing understanding through intonation, with appropriate -Recognising some different forms of poetry tone and volume so that the meaning is clear to an intonation to make the audience meaning clear -Being introduced to non- -Retrieve and record information from non-fiction -Retrieve, record and present information from non- fiction books that are fiction structured in different ways -Distinguish between statements of fact and opinion -Listens to stories with -Participate in discussion - Participate in discussion -Participate in discussion about both books that are read -Recommending books that they have read to their increasing attention and about what is read to about books, poems and to them and those they can read for themselves, taking peers, giving reasons for their choices recall them, taking turns and other works that are read turns and listening to what others say. listening to what others to them and those that -Participate in discussions about books that are read to Guided reading groups say they can read for Comprehension based interventions for children who them and those they can read for themselves, building with the focus on oral themselves, taking turns can read fluently but are unable to comprehend at an on their own and others’ ideas and challenging views comprehension and -Explain clearly their and listening to what age appropriate level. courteously discussion of texts. understanding of what is others say Y3 – RWI comprehension read to them Y4 – Project X Comprehension Express Catch-up -Explain and discuss their understanding of what they -Explain and discuss their Tutoring have read, including through formal presentations and Guided reading groups understanding of books, debates, maintaining a focus on the topic and using notes with the focus on oral poems and other material, where necessary comprehension and both those that they listen discussion of texts. to and those that they -Provide reasoned justifications for their views. read for themselves. Comprehension based interventions for children who Guided reading groups can read fluently but are unable to comprehend at an with the focus on oral age appropriate level. comprehension and Y5/6 – Project X Comprehension Express Catch-up

discussion of texts. Tutoring Word meaning -Uses vocabulary and -Discussing word -Discussing and clarifying -Using dictionaries to check the meaning of words that -Checking that the book makes sense to them, discussing Understanding forms of speech that are meanings, linking new the meanings of words, they have read their understanding and exploring the meaning of words increasingly influenced by meanings to those already linking new meanings to in context their experiences of books known. known vocabulary -Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words -Discussing their favourite in context words and phrases -Demonstrate -Drawing on what they -Discussing the sequence -Asking questions to improve their understanding of a -Asking questions to improve their understanding understanding when already know or on of events in books and text talking to others about background information how items of information -Summarising the main ideas drawn from more than one what they have read. and vocabulary provided are related - Identifying main ideas drawn from more than one paragraph, identifying key details that support the main by the teacher paragraph and summarising these ideas -Answer ‘how’ and ‘why’ -Drawing on what they questions about their -Checking that the text already know or on Comprehension based interventions for children who Comprehension based interventions for children who experiences and in makes sense to them as background information can read fluently but are unable to comprehend at an can read fluently but are unable to comprehend at an response to stories or they read and correcting and vocabulary provided age appropriate level. age appropriate level. events inaccurate reading by the teacher Y3 – RWI comprehension Y5/6 – Project X Comprehension Express Catch-up Y4 – Project X Comprehension Express Catch-up Tutoring - Describes main story Guided reading groups -Checking that the text Tutoring settings, events and with the focus on oral makes sense to them as principal characters comprehension and they read and correcting discussion of texts. inaccurate reading Guided reading groups with the focus on oral Guided reading groups comprehension and with the focus on oral discussion of texts. comprehension and discussion of texts. Inference -Discussing the significance -Making inferences on the -Drawing inferences such as inferring characters’ feelings, drawing inferences such as inferring characters’ feelings, of the title and events basis of what is being said thoughts and motives from their actions, and justifying thoughts and motives from their actions, and justifying Prediction and done inferences with evidence inferences with evidence Authorial intent -Making inferences on the basis of what is being said -Answering and asking Following QLA, inference to be a focus in shared read Following QLA, inference to be a focus in shared read and done questions and teachers to adapt their planning where necessary. and teachers to adapt their planning where necessary. -Suggests how the story -Predicting what might -Predicting what might -Predicting what might happen from details stated and -Predicting what might happen from details stated and might end. happen on the basis of happen on the basis of implied implied what has been read so far what has been read so far - -Discussing words and phrases that capture the reader’s -Identifying how language, structure and presentation interest and imagination contribute to meaning -Identifying how language, structure, and presentation -Discuss and evaluate how authors use language, contribute to meaning including figurative language, considering the impact on the reader