Parents’ Voice:


Teaching Reading at Pashley

Teachers at Pashley are passionate about reading and using quality texts in their teaching. We highly regard the need to develop a love of reading in all children that pass through our school.

Selecting the right texts:

When choosing texts, we look for a balance of fiction, nonfiction and poetry; selecting emotionally powerful texts which deal with important human situations and strong feelings, and – in the early years – traditional tales with clear narrative structures and texts which have a strong musical quality and  make use of ‘poeticised speech.’ Reading is one of the most important ways in which children observe and absorb the best language skills. So, while components such as grammar and vocabulary are important in the new curriculum, they will be taught in a contextualised way, through the enjoyment of shared reading.

Shared reading

Shared reading takes place at least once a day. Teachers use opportunities to promote quality texts e.g. at snack time. We find as the teachers share texts from the book corner, it becomes a popular book in the class. We promote our books in many ways and Pashley proud to have a school of children and teachers that love reading!

Book corners

Every classroom has a reading area that is inviting and may be themed. Book corners might include author reviews, book reviews, book talk icons, toys to cuddle up and read with, books of the week and story sacks. All of our book corners have baskets to make them more inviting for a child. The books are front facing and children can pick up a basket and flick through the texts. We ensure current exciting texts are always in the book corner and do not have them over crowded with texts.

To promote a love of reading we;

  • Read aloud to children, to introduce them to new authors and develop a love of reading.
  • Encourage and model reading for pleasure and establish an appreciation and love of reading.
  • Establish and develop a varied range of texts in the classroom.
  • Focus on book corners, displays and the library.
  • Stop, drop and read- this is where the whole school stop and read at the same time.
  • Celebrate regular reading- a child is selected from each class termly receives a prize for being the Secret Reader of the term. The child chooses a quality text as a prize.
  • Have a Guinea Pig Book Nook on the Year One terrace!

Group reading

‘Making it manageable and making it count’ guided reading is focused on covering all aspects of language comprehension. Teachers plan specific group sessions focusing on different skills e.g. predicting, empathising, making links. Whilst children are developing their phonological skills they will be reading from phonetically decodable book. EYFS teach group reading in small groups regularly. In Year One and Year Two group reading takes place for each child, at least once a week.

Book Talk

At Pashley we give great importance to speaking and listening. Book talk is planned regularly to give children a structure for talking about books. Four icons represent a different language comprehension skill at a very basic level for all infants to access.

From Early Years teachers model using the book talk icons to talk about a text. Children are taught how to use them and as they move through the school they begin to record their responses to them.

Reading comprehension journals

Year Two use reading comprehension journals to respond to texts. They are set specific comprehension questions to answer during group reading time. Sometimes the whole class will focus on the same text and respond in their Reading Comprehension journals. Year One begin to use a journal in term 5/6. In the journals children respond to a range of books. They carry out comprehensions, book reviews and a range of activities based on the following reading skills:

  • Visualising
  • Predicting
  • Empathising
  • Making links
  • Forming opinions

End of Year Goals for Reading at Pashley

We have developed our own assessment system at Pashley in line with our belief that all children should be given the right to excellent literacy skills early on preparing them for life. Children are heard read regularly and we are focused on ensuring all children developed strong decoding skills alongside a high level of language comprehension. We closely track children’s reading development from the minute they join us, supporting children who are behind to catch up with their peers. Teachers track children’s reading development using the trajectory below:

We track children throughout the year looking towards our end of year goals:

EYFS Reading Assessment End of Year Expectation

Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read. Children can read yellow band books with some fluency.

 Year 1 Reading Assessment End of Year Expectation

Child is at age related expectation in phonics. They pass the phonics screening.  Child has begun/ is reading orange band books with fluency and without overt segment and blending. When reading the child uses expression. Child can give a personal response to a book: they can say what they like or dislike about the book, what questions they have and what it reminds them of.

Year 2 Reading Assessment End of Year Expectation

Child can read gold stage books fluently with confidence and appropriate speed. Child can answer questions about a text making inferences, predictions and identify /explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information. Child can make links between the book they are reading and other books they have read.