Reading Sticky Knowledge

EYFS

listen attentively

respond to what they hear with relevant comments

use past, present and future forms accurately

connect ideas or events read

understand simple sentences

use phonic knowledge to decode regular words

recall phonic sounds

recall letter shapes

recall all phonemes and blends

Year 1 Reading - Word Reading

· apply phonic knowledge and skills as the route to decode words

· know all 40+ phonemes, including, where applicable, alternative sounds for graphemes

know common harder to read words on sight eg the, I, when, what, said

· recognise word ending -s, –es, –ing, –ed, –er and –est endings

· know contractions [for example, I’m, I’ll, we’ll]

Reading - Knowledge of Stories and Comprehension

Pupils should 

• remember some poems, stories and non-fiction to which they have been introduced 
• learn the features of these types of stories 
• remember key phrases from key stories and traditional tales 
• recite some rhymes and poems by heart 
• remember new vocabulary provided to support their reading and writing
• remember how to decode unfamiliar words by using their phonic knowledge 

Year 2 - Word Reading

• remember and read all common graphemes
• recall many common words containing GPCs on sight eg shout, hand, stop, dream
• remember common exception words eg you, could, many, people
• retell familiar stories read as a class 

Reading - Knowledge of Stories and Comprehension

Pupils should: 

· continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent

· remember common graphemes and alternative sounds for them 

· remember common suffixes

· remember common exception words

• recognise simple recurring literary language in stories and poetry
• build a repertoire of learnt stories 

Phonics  KS1

At St. Alban’s, we teach children to read using the Essential Letters and Sounds programme. It is a highly regarded synthetic phonics programmed to teach our children to read accurately and with fluency. The programme is designed for children aged 4 – 7, with the aim that all children are confident readers in Year 2. However, the children continue the programme beyond the age of 7 if they they need extra support with their reading.

Key Stage 2

The Curriculum

In Key Stage 2 we build upon the rigorous programme of synthetic phonics taught in EYFS and KS1. Our main aim is to build fluency, comprehension and excitement for stories, poetry and factual texts.

National Curriculum Statements

Year 3 and 4 Reading - word reading

Pupils should be taught to:

• apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words they meet
• read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word

Reading - comprehension

Pupils should be taught to:

• develop positive attitudes to reading, and an understanding of what they read, by:
• listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
• reading books that are structured in different ways and reading for a range of purposes
• using dictionaries to check the meaning of words that they have read
• increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
• identifying themes and conventions in a wide range of books
• preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
• discussing words and phrases that capture the reader’s interest and imagination
• recognising some different forms of poetry [for example, free verse, narrative poetry]
• understand what they read, in books they can read independently, by:
• checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context
• asking questions to improve their understanding of a text
• drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
• predicting what might happen from details stated and implied
• identifying main ideas drawn from more than 1 paragraph and summarising these
• identifying how language, structure, and presentation contribute to meaning
• retrieve and record information from non-fiction
• participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say

Years 5 and 6 Reading - word reading

Pupils should be taught to:

• apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words that they meet
• Reading - comprehension

Pupils should be taught to:

• maintain positive attitudes to reading and an understanding of what they read by:
• continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
• reading books that are structured in different ways and reading for a range of purposes
• increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
• recommending books that they have read to their peers, giving reasons for their choices
• identifying and discussing themes and conventions in and across a wide range of writing
• making comparisons within and across books
• learning a wider range of poetry by heart
• preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
• understand what they read by:
• checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
• asking questions to improve their understanding
• drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
• predicting what might happen from details stated and implied
• summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas
• identifying how language, structure and presentation contribute to meaning
• discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
• distinguish between statements of fact and opinion
• retrieve, record and present information from non-fiction
• participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
• explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
• provide reasoned justifications for their views

Writing Sticky Knowledge