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Reading

Reading at Worthington Primary School

The reading scheme at Worthington Primary School is based on Oxford Reading tree. As the children move through the school they will progress through the Oxford Levels, from Level 1 to Level 20. 

Reading Policy

Pupil Reading Record

Reading Level

Year group

Standard

Assessment

Achieved - Date

Phase 1

 

REC

 

1

Pre-Reading

 

Phase 2

REC

1D

 

Set 1

Set 2

Set 3

Set 4

Set 5

 

Phase 3

REC

1S

 

Set 6

Set 7

Set 8

Set 9

Set 10

Set 11

 

Phase 4

REC / 1

1A

 

Set 12

Set 13

Set 14

Set 15

 

Phase 5

1

2D

 

Set 16

Set 17

Set 18

Set 19

Set 20

Set 21

 

Level 6

KS1

1

2S

 

Level 7

KS1

1

2A / 3D

 

Level 8

KS1

2

3D

 

Level 9

KS1

2

3S

 

Level 10

KS1

2

3S / 3C

 

Level 11

KS1

2 / 3

3A / 4D

 

Level 12

KS1

3

4D

 

KS2

KS2

 

KS2

Level 8

KS2 BOOKS

 

 

 

Level 9

 KS2 BOOKS

 

 

 

Level 10

KS2 BOOKS

 

 

 

Level 11

KS2 BOOKS

 

 

 

Level 12

KS2 BOOKS

 

 

 

Level 13

 

3

4S

 

Level 14

 

3 / 4

4A 5D

 

Level 15

 

4

5S

 

Level 16

 

4 / 5

5A / 6D

 

Level 17

 

5

6S

 

Level 18

 

5 / 6

6A / 7D

 

Level 19

 

6

7S

 

Level 20

 

6

7A

 

How to share your child’s reading book

It is really important to read from your child’s reading book (or another book at the right level) every day. It can seem like a struggle or a chore if your child is unenthusiastic, but try and find the time – your child’s reading skills will blossom for it.

    • Before your child starts reading, chat about the cover and title. Talk about what the book might be about.
    • As your child reads, get them to pause every now and then. Ask them questions to check that they understand the story so far.
    • Listen carefully as your child read. It is quite easy when learning to read, to only focus on the start of the word. Check that they are reading the whole of the word, including any ending such as -ing, or -ly.
    • If your child is struggling with a word, help them to break it down into individual sounds, then blend the sounds together. Breaking words down into syllables can also help. With longer or compound words, support children to identify elements of the word they might know or find easier to decode, for instance, rain/ing, kind/est, foot/ball. Cover up part of the word and encourage children to read it in smaller chunks.
    • If your child is still struggling, it’s okay to tell them the word.
    • Finally, don’t forget that praise is really motivating for children as they read.