Intent - What we want our children to know and can do by the end of Reception

· To be secure at phonic ‘Phase 4’.

· Blend sounds to create words.

· Read the tricky words from Phase 2, 3, and 4.

· Read and understand simple sentences.

· Decode regular words and read them aloud accurately.

· Though questioning, demonstrate an understanding of what they have read.

· Know how to choose a book that they will enjoy reading.

Implementation for Reception

· Teach a progressive phonics lesson once a day

· Ensure the children hear and take part in at least two story sessions a day, developing their listening and attention skills.

· Ensure that pupils read to an adult at least three a week at school, practicing the phonics they have learnt.

· Learn a nursery rhyme or song each week.

Intent - What we want our children to know by the end of Year 1

• To fully understand phonics phases 1 – 5
• Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught (including words with more than one syllable, contractions and –s, -es, -ing, -ed, -er and –est endings)
• Read aloud accurately books that are consistent with their age-expected stage of our Big Cat Phonics books.
• Build fluency and confidence by reading aloud.
• Read all common exception words for Year 1.
• Be an active reader and link what they have read to their own life experiences and make predictions.
• Show an understanding of what they have read by answering incisive questions.
• Re-tell nursery rhymes and fairy tales.
• To pass the Year 1 Phonics Screening Check.

Intent - What we want our children to know by the end of Year 2

• To fully understand phonics phases 1 – 5.
• Read accurately and fluently by blending sounds in unfamiliar words containing GPCs that have been taught (including words with more than two syllables and words with common suffixes)
• Read aloud accurately books that are consistent with their age-expected stage of our Accelerated Reader books.
• Build fluency and confidence of reading aloud.
• Read all common exception words for Year 1 and Year 2.
• Be an active reader and link what they have read to their own life experiences, ask questions, make inferences and make predictions
• Show an understanding of what they have read by answering incisive questions and completing the Accelerated Reader quizzes. 
• Be able to re-tell at least one of our core readers.
• Be able to recognise simple recurring phrases in familiar texts, stories and poetry

Implementation for Year 1

• Children are provided with a weekly Big Cat decodable book and a reading for pleasure book and are encouraged to change their books regularly.
• Parent readers to hear vulnerable pupils read at least once a week.
• Teachers listen to pupils read their fully decodable Big Cat book three times a week. Teachers will use formative assessment skills to ensure children practise independent reading with books that are matched to their secure phonic knowledge.
• Daily phonics taught.
• Pupils will read for pleasure after dinnertime everyday.
• Whole class reading of the Core Texts takes place in English lessons.
• Reading record to be signed by parents after every book is read. The record is checked by a member of staff once per week to monitor reading at home.
• The teacher uses the timetabled Storytime session to read a wide variety of rich fiction, non-fiction and poems to the class to encourage a love of reading.
• Pupil progress in phonics is assessed and tracked half termly.
• If pupils are secure at Phase 5, the Star Reader test given to children at the start of September and at the end of every term to track progress and ensure books are matched to ability.
• Ensure that any children that fall behind take part in ‘Keep Up’ phonics sessions with a teaching assistant.

Implementation for Year 2

• Children are able to change their Accelerated Reader book daily.
• Children not yet secure at Phase 5 phonics are provided with a weekly Big Cat decodable book and a reading for pleasure book and are encouraged to change their books regularly.
• Ensure that any children that fall behind take part in ‘Keep Up’ phonics sessions with a teaching assistant.
• Parent readers to hear vulnerable pupils read at least once a week.
• Teacher to listen to each pupil every three weeks
• Phonics taught two to three times a week for those who need to catch up.
• Pupils will read for pleasure after dinnertime everyday. Year 2 pupils are expected to develop sustained silent reading to build reading stamina.
• Whole class reading of the Core Readers takes place in English lessons.
• Reading record to be signed by parents after every book is read. The record is checked by a member of staff once per week.
• The teacher uses the timetabled Storytime session to read a wide variety of rich fiction, non-fiction and poems to the class to encourage a love of reading.
• Star Reader test given to children at the start of September and at the end of every term to track progress and ensure books are matched to ability.
• Start to use the VIPERS approaches to reading comprehension.

Intent - What we want our children to know by the end of Year 3

• To read most of the Year 3 and 4 common exception words. 
• Ask questions, summarise; make inferences; make predictions (stated and implied).
• Be able to participate in discussions about books.
• Be able to retrieve and record information from a non-fiction book. 
• Be able to infer what a character is feeling, thinking and their motives from their actions.
• Show an understanding of what they have read. 
• Be able to recognise features and language in a wide range of genres. 
• Know how to use dictionaries and to check the meanings of new words. 
• Know the six VIPERS approaches to reading comprehension.
• To have read all of the core texts above by the end of the year.

Intent - What we want our children to know by the end of Year 4

• To read all of the Year 3 and 4 common exception words. 
• Ask questions, summarise; make inferences; make predictions (stated and implied).
• Be able to participate in discussions about books. 
• Be able to retrieve and record information from a non-fiction book.
• Be able to infer what a character is feeling, thinking and their motives from their actions and justifying inferences with evidence.
• Be able to recognise features and language in a wide range of genres.
• Know how to use dictionaries and thesauruses.
• Identify themes and conventions in a wide range of books.
• Know the six VIPERS approaches to reading comprehension.
• To have read all of the core texts above by the end of the year.

Implementation for Year 3

• Children to choose an Accelerated Reading book and a reading for pleasure book to keep in the classroom.
• Teachers will check home reading diaries weekly.
• Teachers to check which pupils are not accessing the online Accelerated Reader quizzes and follow up with parents.
• Teacher to listen to each pupil at least once every three weeks.
• The whole class will read aloud with the teacher on a weekly basis.
• Phonics interventions take place for children not yet secure at Phase 5.
• Give the children all the necessary prior knowledge they need before reading a book to them (e.g. if it was a book set in Africa, give them the essential information about this country).
• Set a reading comprehension exercise every week in class, based on the core text, develop inference questions by practicing answers verbally, in full sentences.
• Use film to teach comprehension (Literacy Shed+) 
• ‘Star Reader’ test given to children at the start of September and at the end of every term to track progress and ensure books are matched to ability.
• Develop sustained silent reading to build reading stamina during ‘Reading for Pleasure’ sessions at 1pm every day.
• The teacher uses the timetabled ‘Storytime’ session to read a wide variety of rich fiction, non-fiction and poems to the class to encourage a love of reading.

Implementation for Year 4

• Children to choose an Accelerated Reading book and a reading for pleasure book to keep in the classroom.
• Teachers will check home reading diaries weekly.
• Teachers to check which pupils are not accessing the online Accelerated Reader quizzes and follow up with parents.
• Teacher to listen to each pupil at least once every three weeks.
• The whole class will read aloud with the teacher on a weekly basis.
• Give the children all the necessary prior knowledge they need before reading a book to them (e.g. if it was a book set in Africa, give them the essential information about this country) 
• Set a reading comprehension exercise every week in class, based on the core text. Children are expected to answer in full sentences.
• Use film to teach comprehension (Literacy Shed+) 
• ‘Star Reader’ test given to children at the start of September and at the end of every term to track progress and ensure books are matched to ability.
• Develop sustained silent reading to build reading stamina during ‘Reading for Pleasure’ sessions at 1pm every day.
• The teacher uses the timetabled ‘Storytime’ session to read a wide variety of rich fiction, non-fiction and poems to the class to encourage a love of reading.

Intent - What we want our children to know by the end of Year 5

• To read all of the Year 5 and 6 common exception words.
• Be an active reader: link what they have read to their own life experiences, the world and other books; ask questions, summarise; make inferences; make predictions (stated and implied)
• Be able to participate in discussions about books.
• Be able to retrieve and record information from a non-fiction book.
• Be able to infer what a character is feeling, thinking and their motives from their actions and justifying inferences with evidence.
• Be able to recommend books to their peers and give reasons for their choices.
• Be able to recognise features and language in a wide range of genres.
• Know how to use dictionaries and thesauruses.
• Identify themes and conventions in a wide range of books.
• Know the six VIPERS approaches to reading comprehension.
• Be able to identify how the author uses language for effect.
• Be able to distinguish between fact and opinion.
• Be able to provide reasoned justification for their views.
• Identify themes and conventions in a wide range of books.
• To have read all of the core texts above by the end of the year.

Intent - What we want our children to know by the end of Year 6

• To read all of the Year 5 and 6 common exception words.
• Be an active reader: link what they have read to their own life experiences, the world and other books; ask questions, summarise; make inferences; make predictions (stated and implied)
• Be able to participate in discussions about books and challenge others’ ideas and views.
• Be able to retrieve and record information from a non-fiction book.
• Be able to infer what a character is feeling and thinking and their motives from their actions and justifying inferences with evidence.
• Be able to recommend books to their peers and give reasons for their choices.
• Be able to recognise features and language in a wide range of genres.
• Know how to use dictionaries and thesauruses.
• Identify themes and conventions in a wide range of books. 
• Know the six VIPERS approaches to reading comprehension.
• Be able to identify how the author uses language for effect.
• Be able to distinguish between a fact and opinion.
• Be able to provide reasoned justification for their views.
• Be able to make a point, provide evidence from the text and explain their reasons for the choice.
• Be prepared for the Year 6 SATs test.
• To have read all of the core texts above by the end of the year.

Implementation for Year 5

• Children to choose an Accelerated Reading book and a reading for pleasure book to keep in the classroom.
• Teachers will check home reading diaries weekly.
• Teachers to check which pupils are not accessing the online Accelerated Reader quizzes and follow up with parents.
• Parent readers to hear pupils who struggle with reading at least once a week.
• Teacher to listen to each pupil at least once every three weeks.
• The whole class will read aloud with the teacher on a weekly basis.
• The teacher choses a wide variety of rich fiction, non-fiction and poems (contemporary and classic) for reading sessions.
• Give the children all the necessary prior knowledge they need before reading a book to them.
• Set a reading comprehension exercise every week in class, based on the core text. Children are expected to answer in full sentences.
• Use film to teach comprehension (Literacy Shed+).
• Additional classroom support for inference questions for vulnerable readers
• ‘Star Reader’ test given to children at the start of September and at the end of every term to track progress and ensure books are matched to ability.
• Develop sustained silent reading to build reading stamina during ‘Reading for Pleasure’ sessions at 1pm every day.
• The teacher uses the timetabled ‘Storytime’ session to read a wide variety of rich fiction, non-fiction and poems to the class to encourage a love of reading.

Implementation for Year 6

• Children to choose an Accelerated Reading book and a reading for pleasure book to keep in the classroom.
• Teachers will check home reading diaries weekly.
• Teachers to check which pupils are not accessing the online Accelerated Reader quizzes and follow up with parents.
• Parent readers to hear pupils who struggle with reading at least once a week.
• Teacher to listen to each pupil at least once every three weeks.
• The whole class will read aloud with the teacher on a weekly basis.
• The teacher choses a wide variety of rich fiction, non-fiction and poems (contemporary and classic) for reading sessions.
• Give the children all the necessary prior knowledge they need before reading a book to them.
• Set a reading comprehension exercise every week in class, based on the core text. Children are expected to answer in full sentences.
• Use film to teach comprehension (Literacy Shed+).
• Additional classroom support for inference questions for vulnerable readers
• ‘Star Reader’ test given to children at the start of September and at the end of every term to track progress and ensure books are matched to ability.
• Develop sustained silent reading to build reading stamina during ‘Reading for Pleasure’ sessions at 1pm every day.
• The teacher uses the timetabled ‘Storytime’ session to read a wide variety of rich fiction, non-fiction and poems to the class to encourage a love of reading.
• Be able to identify ambitious writing structures in their reading that they can then use in their own work e.g. literary and figurative language and characterization.
• Consider the effect of the author’s language on the reader
• Use SATs practice books at home.