Y3 MTPY4 MTPY5 MTPY6 MTP

Progression document

Reading Knowledge Organiser

clarifying

Select and retrieve

Inference

Themes and conventions

Personal response 

Decoding

Sequence and summarise

Intent

At Marnel Junior School, we believe that reading is the key that unlocks all learning and opens the door to future opportunities. Our ambition is for every child to become a confident, fluent and enthusiastic reader who leaves Year 6 with the knowledge, skills and desire to read for both purpose and pleasure.

Our reading curriculum is carefully designed around the progression from:

Word Reading → Fluency → Comprehension → Reading for Pleasure

We recognise that fluency is the bridge between decoding and understanding. By ensuring pupils become accurate and fluent readers, they are able to think deeply about texts, develop critical thinking skills and access the wider curriculum successfully.

The curriculum has been designed specifically for the Marnel context and aims to:

·         Develop confident, fluent readers who can access all areas of learning.

·         Foster a lifelong love of reading and literature.

·         Build ambitious vocabulary and strong language skills.

·         Develop pupils' ability to retrieve, infer, analyse and evaluate texts.

·         Promote discussion, reasoning and critical thinking.

·         Broaden pupils' experiences through high-quality and diverse texts.

·         Ensure all pupils, including those with SEND, EAL and disadvantaged pupils, can access and succeed within the reading curriculum.

·         Prepare pupils for future education and life beyond school through strong literacy skills and a love of learning. High-quality texts sit at the centre of our curriculum. Our Reading Spine exposes pupils to a rich range of fiction, non-fiction and poetry, including classic literature, contemporary authors, diverse voices and texts that support wider curriculum learning, PSHE themes and Equality, Diversity and Inclusion By the end of Year 6, we want every pupil to:

·         Read accurately, fluently and with expression.

·         Understand and use a broad vocabulary.

·         Retrieve, infer, analyse and evaluate confidently.

·         Apply reading skills across the curriculum.

·         Read independently and with stamina.

·         Make informed choices as readers.

·         Understand the value of reading in the wider world.

·         Read for both purpose and pleasure.

Implementation

Reading is taught explicitly every day through our Reading Workshop model, which provides consistency and progression across the school.

Reading Workshop Structure

Every lesson follows a consistent sequence:

Skill Focus → Fluency Practice → Watch Me → Help Me → Show Me → Review and Reflection

This approach allows pupils to develop independence through high-quality modelling, guided practice and application.

Weekly Reading Skill Coverage

To ensure all reading domains are taught systematically and revisited regularly, lessons focus on specific reading skills across the week:

·         Monday: Metacognition

·         Tuesday: Clarification

·         Wednesday: Inference

·         Thursday: Retrieval, Language for Effect, Summarising or Personal Response

·         Friday: Application and Review

This structure ensures progression and repeated opportunities for retrieval and practice throughout the year.

Explicit Fluency Teaching

Fluency is prioritised across Key Stage 2 through daily practice and targeted intervention. Pupils participate in:

·         Whole-class reading

·         Paired reading

·         Echo reading

·         Choral reading

·         Independent reading

This develops accuracy, automaticity, pace, prosody and expression, supporting stronger comprehension outcomes.

Reading Across the Curriculum

Reading is embedded throughout the wider curriculum. High-quality texts support learning in subjects such as History, Geography, Science, RE and PSHE. Disciplinary reading opportunities help pupils apply reading skills across different curriculum areas.

Vocabulary and Oracy

Vocabulary development is a central feature of the curriculum. Pupils encounter ambitious vocabulary through:

·         Knowledge organisers

·         Reading Workshop lessons

·         Foundation subject lessons

·         Explicit vocabulary instruction

·         Structured discussion and talk opportunities

Children are encouraged to explain, justify, discuss and share ideas with increasing confidence and precision.

Inclusion and Intervention

We believe that no child should be left behind. Pupils requiring additional support are identified quickly and provided with targeted interventions designed to remove barriers to reading. These include:

·         Little Wandle Phonics

·         Little Wandle Fluency

·         Rapid Reading

·         Word Aware

·         Language Link

·         Pre-teaching sessions

·         Reading tutoring

·         Widget-supported texts

·         Daily readers and group readers

·         MyON personalised digital texts

·         Sora digital library access

These interventions ensure pupils can access the same ambitious curriculum as their peers while receiving tailored support where needed.

Assessment

Assessment is used to inform teaching and identify next steps.

We use:

·         Ongoing teacher assessment

·         Pupil discussions

·         Reading observations

·         STAR Reading Assessments

·         Accelerated Reader data

·         NFER assessments

·         Intervention baseline and exit assessments

·         Pupil progress meetings

Assessment information helps teachers monitor progress, identify gaps and adapt provision effectively.

Reading Culture

Reading is promoted beyond the classroom through a range of enrichment opportunities:

·         Reading reward challenges

·         World Book Day

·         Author visits

·         Hampshire Book Awards

·         Non-Fiction Book Awards

·         Reading clubs

·         Reading buddies

·         Virtual author events

·         School library experiences

·         Book fairs

·         Pupil librarians

·         Sora and MyON digital reading platforms

These opportunities help foster a strong reading culture and develop positive reading habits.

Impact

The impact of our reading curriculum is demonstrated through pupils who leave Marnel as confident, capable and enthusiastic readers.

Pupils develop the knowledge, skills and reading behaviours needed to succeed across the curriculum and beyond school. They become readers who can access challenging texts, engage thoughtfully with ideas and communicate effectively about what they have read.

Through our focus on fluency, comprehension, vocabulary and reading for pleasure, pupils demonstrate:

·         Strong reading fluency and comprehension skills.

·         A broad and ambitious vocabulary.

·         The ability to retrieve, infer, analyse and evaluate effectively.

·         Increased confidence when discussing texts.

·         Independence when selecting and reading books.

·         Application of reading skills across all subjects.

·         Positive attitudes towards reading.

·         Increased engagement with literature and reading for pleasure.

·         Assessment information, pupil voice, book scrutiny, learning walks and monitoring activities show that pupils are successfully learning and remembering the intended curriculum. Reading outcomes demonstrate strong progress for all groups of pupils, including disadvantaged pupils and those with SEND.

As recognised through external monitoring and inspection, pupils at Marnel are successful and enthusiastic readers who talk positively about books, enjoy reading and understand its importance in unlocking future opportunities.

Ultimately, the pupils who leave Marnel are not only competent readers but lifelong readers. They appreciate literature, use reading to deepen their understanding of the world and recognise reading as a powerful tool for achieving their ambitions and enriching their lives.