Message sent from:

Year Group Book Lists



At Woodcote Primary School, we believe that reading is integral to children’s lives. It provides the gateway to future learning and enables children to reach people, places and times they would otherwise never encounter. A good reader is well equipped to fully access the curriculum and therefore reach their full potential. At Woodcote Primary School, we aim to ensure that reading is integral to every lesson. We believe that reading is essential to all areas of the curriculum and as such should be encouraged and promoted at every opportunity. Children should be taught to read proficiently for their age and to have developed a love of books. Our aim is to inspire children to read a wide range of books from a wide range of authors that reflect the culture and diversity of the children in our school community. We aim to foster children who read for pleasure and purpose.


 It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.

NC Programme of Study

The National Curriculum aims for reading

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage

Curriculum/Scheme of work.

At Woodcote, we have devised learning ladders that outline the learning for reading for every year group at each term. The ladders match the national curriculum outcomes for each year group and demonstrate the key skills by breaking down year group’s objectives into the smaller steps that are  to be worked on each term. In addition to this, staff refer to the reading content domains as broad headings under which reading skills have been grouped: they are used to assess where gaps exist, for analysing formative and summative test data, and for planning next steps in learning. The ladders are reviewed by SLT and English lead annually to reflect changes in the national assessment process and to ensure that the curriculum is tailored to suit each cohort.

Every year group has a key text for each theme. Where possible these texts match the cornerstones theme learning, but more importantly, they are chosen to provide a quality text that includes enriching vocabulary and is appropriate to the reading level of the year group.

Planning and teaching

Teachers ask children to carefully and purposefully read and reread a text.

Careful planning allows children to focus on what the author has to say, what the author’s purpose is, what the words mean, and what the structure of the text tells them. This ensures that the children really understand what they have read. Teachers enable children to investigate a text in order to make connections to their own world, history and human behaviour. Skilful reading is an important foundation for helping students develop the ability to justify their opinions in class discussions and writing by providing specific evidence.

At KS1

Reading is taught in two ways-daily phonic lessons to ensure confident decoding and three weekly reading comprehension lessons.

At KS2

Children receive 1 ½ - 2 hours per week split across three lessons, in addition to daily reading sessions(15 mins ) where children read a book of their own choosing.

The majority of the reading comprehension sessions across a week should focus on one specific Content Domain, with the objectives from the learning ladders referred to alongside these.

Content domain reference – KS1

  • 1a draw on knowledge of vocabulary to understand texts
  • 1b identify / explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information
  • 1c identify and explain the sequence of events in texts
  • 1d make inferences from the text
  • 1e predict what might happen on the basis of what has been read so far

Content domain reference – KS2

  • 2a give / explain the meaning of words in context
  • 2b retrieve and record information / identify key details from fiction and non-fiction
  • 2c summarise main ideas from more than one paragraph
  • 2d make inferences from the text / explain and justify inferences with evidence from the text
  • 2e predict what might happen from details stated and implied
  • 2f identify / explain how information / narrative content is related and contributes to meaning as a whole
  • 2g identify / explain how meaning is enhanced through choice of words and phrases
  • 2h make comparisons within the text

Before introducing the text, teachers will have:

  • Fully read the text themselves
  • selected the content domain they are going to teach and questions that develop that skill
  • identified any tier three technical vocabulary the children may encounter
  • selected some tier 2 vocabulary to develop as a teaching point

Lesson 1

The lesson begins with a short vocabulary activity. The teacher will have selected challenging vocabulary from the text or theme work with a particular focus on tier 2 words. The activity will explore the definition, etymology and practise how the words might be used in various contexts. The children are encouraged to say the word, draw the word, spell the word and apply it in different sentences.

The teacher begins by reading the text with minimum interruptions. This enables the children to hear a good reader reading aloud, while reading along themselves. The teacher is demonstrating phrasing, fluency and expression - bringing the text to life. At KS1, this may also involve teachers demonstrating how pictures provide more meaning or contrast the wording in a text

The children are encouraged to ask questions about what they have read, and to talk about the emotions and images it may invoke. Tier three words are explained quickly and where possible, a picture or real-life example is provided to ensure the child can make a clear connection.

The content domain to be practised is introduced and the children give their responses to the questions. At this point, the teacher will identify any misconceptions, rephrase and model answers for the class. At each stage, the children are being encouraged to develop skilled reading behaviours. The children should be encouraged to talk and compare their answers with the ultimate aim of creating the best response.

Lesson 2

 Before the lesson begins, the teacher will:

  • display selected  vocabulary from the text.
  • provide new questions to address the content domain being taught
  • adapt the text to suit learners

Some children will revisit the same text and answer questions they are very familiar with from lesson 1.

Some will revisit the text and answer new questions in a range of formats to practice the content domain being addressed.

Some children will have additional questions and sections of the texts which they have never encountered before.

The children now provide written, pictorial, matching, sequencing answers. Where it is appropriate to their age, an element of timing should be encouraged.

At each stage, the children are encouraged to improve their answers, to compare their work, to precis, expand or reorder their answers.

Children’s record their learning in varied ways including annotated diagrams, time lines, and written responses.

Lesson 3

Teachers plan lesson 3 based on the assessment from lesson 2.

Children may practise a skill further, revisit/review their work, or deepen their understanding. Teachers will also identify children who require teaching and will plan for smaller teaching sessions to develop specific skills. There may be more than one shorter teaching session within lesson 3.

Vocabulary Teaching

The teaching of vocabulary underpins the teaching of reading. Vocabulary is explored when the children first encounter a text, but the vocabulary should be revisited at least in every reading session across the week and at other appropriate opportunities. Children need to understand the meaning of vocabulary and be able to use the words appropriately in different contexts and for different purposes and audiences.


  • The sequence of lesson relies on clear formative assessment and knowledge of the content domains. This is supported by learning ladders to ensure curriculum coverage.
  • At the end of each term, we conduct tests to further support teacher assessment.
  • Where gaps are identified, short interventions are provided.  These may involve modelling answers, teaching fluency or skimming and scanning techniques.
  • Some children receive pre-teaching and to familiarise them further with the text   and/or daily reading sessions where, fluency tracking and decoding issues can be addressed
Hit enter to search