KS1 Reading


During pupils’ time in KS1, we promote the use of the Oxford Reading Tree scheme as a method of introducing pupils to a wide range of genres and text types. Pupils are encouraged to read the books both at school and with parents at home. Children will progress through the reading levels, with targets applicable to each level.

In addition to this, children are invited to attend the school library on a weekly basis. During this time, children are encouraged to select books for their own reading pleasure, dependent on what genres appeal to them.

Whole class Reading

In Whole Class Reading, there is a high level of interaction between teachers and pupils. Children are exposed to high-quality texts and discussion in an immersive environment. Texts are carefully chosen by teachers to provide appropriate challenge that builds on pupils’ existing knowledge and understanding.

In the Foundation Stage and Year 1, teachers may make use of big books and texts on the Interactive White Board. Teachers model fluent reading of text which the children would often not be able to access by themselves. This allows them to explore a rich vocabulary and teach the key reading skills.

From Year 2, considerably more time is being given to whole class reading sessions (although there will still be opportunities for 1:1 reading and small group sessions). Children read during these sessions in a variety of different ways. They may hear the teacher model fluent reading and then have time to reread the same extract themselves, they may read individually or with a partner.

Response activities include: clarifying unknown words and phrases; inferring and deducting to form an opinion; predicting; explaining authors’ intent; retrieving information; summarising and answering comprehension questions.

Key reading skills:

Reciprocal reading

Reciprocal reading is a structured method of whole class guided reading where children are gradually taught to take on group roles to explore and find meaning in texts. Reciprocal reading emphasises teamwork and supports independent comprehension skills. Each student is assigned a different role in the group and performs set tasks.

  • The Predictor asks all the readers to make predictions about the text based on information they already know. What do you think will happen? What will happen next? What will this character do now?
  • The Clarifier helps the group to identify confusing words, sentences and ideas. They help the group to understand the text. It can be useful to ask each reader to highlight confusing words, sentences and/or passages for discussion as soon as the reading is over.
  • The Summariser helps the group to identify the most important ideas in the text and what the text is mainly about. They provide a summary of the text.
  • The Questioner asks questions about the text. Guided Reading Questions Blooms Taxonomy could be helpful in establishing which questions to ask in order to encourage higher-order thinking.


Better Reading Stamina plus Writing

Better Reading Stamina is an intervention to support children who have fallen behind at reading. The 10-week programme with a specially trained member of staff, helps pupils to develop independent reading and comprehension skills so that they can make faster progress and catch up with their peers. Each session consists of three 30 minute one-to-one support sessions per week.

Children read three texts in every session.  A familiar read that the child knows well encourages fluency and confidence. Next, they read a recently introduced text and a new text, giving the child the time and space to practise and apply their skills and to talk about their reading with an interested adult. This takes around 20 minutes and is followed by ten minutes of sentence composition and word work, linked to the child’s reading or their interests.


Early Literacy Support

Early Literacy Support is an intervention programme designed to raise attainment levels in literacy.  It is for children in year 1 who will benefit from a more intensive programme of study in addition to the quality first teaching within the classroom. This means that the children undertaking this programme will still participate in all literacy lessons in the classroom but will also be provided with additional opportunities for them to consolidate key literacy objectives.


  • Reinforce learning of letters and sounds
  • Blending and segmenting phonemes to read and spell words
  • Reading and spelling high frequency words
  • Reading and writing simple sentences
  • Responding to stories they have read, by identifying characters, settings, and main events
  • Retelling stories in their own words
  • Finding information in non-fiction texts
  • Putting events from stories into the correct order


This programme runs four times a week for 20 minutes and lasts for 16 weeks.


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