Reading
Key Curriculum Information
Reading Curriculum ProgressionPhonics and Spelling Curriculum Progression
Reading at Woodlands
Reading is at the heart of the Woodlands curriculum. We believe that learning to read fluently, confidently and with enjoyment is one of the most important foundations we can give every pupil.
From Nursery onwards, pupils develop a love of stories, books, rhymes and language. Through systematic phonics teaching, closely matched reading books, regular practice, high-quality texts and carefully targeted support, we work to ensure that every pupil becomes a reader.
Reading also supports learning across the curriculum by building pupils’ knowledge, vocabulary and understanding of themselves, other people and the wider world.
How we teach reading
Our reading curriculum develops four closely connected aspects of reading:
- word reading and fluency
- literal understanding and retrieval
- inference and interpretation
- vocabulary and language
- authorial awareness and response
These develop progressively from Nursery to Year 2 through phonics, regular reading practice, high-quality texts, explicit comprehension teaching and opportunities to discuss and enjoy books. Pupils learn to decode accurately, read fluently, understand and discuss texts, develop their vocabulary and respond thoughtfully to what they read.
Our Reading Curriculum Progression sets out how these aspects develop over time, alongside the high-quality books, authors and reading experiences pupils encounter throughout their time at Woodlands.
Early reading and phonics
We teach early reading through Little Wandle Letters and Sounds Revised.
In Reception and Year 1, pupils have a daily phonics lesson. They learn how sounds are represented by letters and groups of letters and use this knowledge to read words by blending.
Pupils who need additional support receive carefully targeted teaching so that they can keep up with the programme.
Reading practice sessions
In Reception and Year 1, pupils take part in three reading practice sessions each week, taught by a trained adult using books that are closely matched to their secure phonic knowledge.
Pupils read the same book across three sessions, each with a different focus:
- Decoding – applying phonics to read the words accurately
- Prosody – reading with appropriate expression, phrasing, stress and intonation
- Comprehension – understanding and discussing the text
Reading the book several times helps pupils develop accuracy, confidence and fluency. Little Wandle’s three-read model is specifically designed around these three areas.
Reading in Year 2
In Year 2, pupils continue to develop their accuracy, fluency, expression, vocabulary and comprehension.
They read increasingly varied texts and are taught to:
- read aloud with appropriate phrasing and expression
- retrieve and explain information
- sequence and summarise events
- make predictions using evidence
- discuss characters’ actions and feelings
- explore the meaning of new vocabulary
- make connections within and between texts
- express and justify their opinions
Pupils who have not yet secured the full phonic code continue to receive daily phonics teaching and read fully decodable books matched to their secure knowledge. Continued reading instruction in Year 2 remains important as pupils move from accurate decoding towards fluent reading and deeper comprehension.
This paragraph needs checking against exactly how you currently organise Year 2 reading. If all Year 2 pupils still follow the three-session model, that should be stated here. If some have moved to a separate fluency or comprehension approach, explain the two pathways.
Reading for pleasure
We want every pupil to see reading as an enjoyable and rewarding part of life.
Pupils enjoy:
- a daily story time
- inviting and well-stocked classroom book areas
- regular visits to the school library
- opportunities to choose books independently
- stories, poems, rhymes and non-fiction texts
- books linked to their interests and curriculum learning
- opportunities to talk about books and recommend them to others
Adults read aloud regularly, modelling enthusiasm, expression and enjoyment. Story time allows pupils to experience books that they may not yet be able to read independently and introduces them to rich language, memorable characters and new ideas.
Books coming home
Nursery
Nursery pupils take home a book to share each week.
This is for you to read to or enjoy with your child. Talk about the pictures, characters and events, notice interesting words and encourage your child to join in with familiar phrases.
Your child is not expected to read this book independently.
Reception, Year 1 and Year 2
Your child may bring home a reading practice book.
This book is carefully matched to your child’s secure phonic knowledge. Your child will already have practised reading it at school and should be able to read it with increasing confidence and independence.
A familiar book is not “too easy”. Re-reading gives your child an opportunity to celebrate their success and develop greater fluency and expression.
When listening to your child:
- give them time to sound out and blend unfamiliar words
- praise their effort and perseverance
- read a word to them when they remain unsure
- encourage them to re-read a sentence smoothly
- talk about the book when they have finished
Little Wandle recommends that the reading-practice book should match pupils’ secure phonic knowledge and that families should celebrate successful, fluent reading rather than expect the book to present new difficulty.
Book to share
Your child will choose a book to enjoy with you. It will not necessarily be matched to their independent reading level and you should not expect them to read it alone.
Read it to or with your child, discuss the pictures, predict what may happen, use different voices and explore interesting words and ideas. The most important thing is to enjoy the book together.
School library book
Pupils also have opportunities to choose books from our school library. Our library helps pupils explore different authors, subjects and types of books and supports them in developing their own reading interests.
Reading records
Reading records are used to record the books your child brings home and to support communication between home and school.
Please leave a brief comment each week to let us know how your child has responded to their reading book. You might tell us:
- how confidently they read
- whether they particularly enjoyed the book
- any words they found difficult
- something interesting you discussed together
Supporting reading at home
Families have an important part to play in developing confident, enthusiastic readers.
The most valuable things you can do are:
- listen to your child read regularly
- read stories and other books aloud to them
- talk about pictures, words, characters and events
- visit the local library
- allow your child to choose books that interest them
- praise their effort and enjoy reading together
Families are warmly encouraged to talk about stories in their home language. Discussing a book, retelling a story and exploring pictures in the language your family knows best all support children’s language and understanding.
