KS1 Book Bands

Dear Parents and Carers of KS1 children

We want to do everything we can to help your child to read and write – and we will. We teach children how to read. We teach them how to write.

But we want them to read and write really well so that they are confident when they see pages of writing that they haven’t seen before and so that they are confident when we ask them to write things.

We have spent a considerable amount of time re-organising the scheme reading books so that the children are reading relevant books in a progressive order. Please bear with the teaching staff while they get used to the new set up. This may mean they may not have a reading book sent home straight away and that set days are now allocated for the member of staff to be able to change your child’s book. Your child may be sent home a book they have already read but use this opportunity to re-read the book, ask the questions about the story from the opening cover and end cover of the book as this will help to secure the children’s understanding of the texts they have been reading.

Please listen to your child read on a regular basis and record this into their reading contact book.  These need to be sent into school on a daily basis.

Thank you for your support and understanding while we transition.

Kind regards

Mrs Kember

English Subject Lead

Pink

· Locate title, Open front cover, Turn pages appropriately

· Understand that left page comes before right

· Understand that we read print from left to right

· Match spoken word to printed word

· Locate familiar word and use to check own reading

· Use the meaning of the text

· Use language patterns (print syntax)

· Predict the story line and some vocabulary

Red

· Locate and recall title

· Have secure control of one-to-one matching

· Use known words to check and confirm reading

· Start to read more rhythmically or use phrasing

· Repeat words, phrases or sentences to check, confirm or modify own reading

· Predict from meaning, syntax and print to solve new words

Yellow

· Follow print with eyes only, finger pointing only at points of difficulty

· Take more note of punctuation to support the use of grammar and oral language rhyme

· Cross check all sources of information more quickly while reading

· Note familiar words and letter clusters and use these to get unknown words e.g. Look-took

· Search for information in print to predict, confirm or attempt new words while reading

· Notice relationships between one text and another

· Predict in more detail

Blue

· Moving through text attending to meaning, print and sentence flexibly

· Self-correct more rapidly on the run

· Re-read to enhance phrasing and clarify precise meaning

· Solve new words using print information along with attention to meaning

· Use analogy with known vocabulary to solve new words

· Manage a greater variety of text genre

· Discuss content of the text in a manner indicating precise understanding.

Green

· Read fluently with attention to punctuation

· Solve new words using print detail while attending to meaning and syntax

· Manage effectively a growing variety of texts

· Discuss and interpret character and plot more fully

Orange

· Get started without relying on instructions

· Read longer phrases and more complex sentences

· Attend to a range of punctuation

· Cross-check information from meaning, syntax and print on the run

· Search for and use familiar syllables within words to read longer words

· Infer meaning from text

Reading Strategies cont..

Turquoise

· Extract meaning from the text while reading with less dependence on illustration

· Approach different genres with increasing flexibility

· Use punctuation and text layout to read with a greater range of expression

· Sustain reading through longer sentence structures and paragraphs

· Tackle a higher ratio of more complex words

Purple

· Look through a variety of texts with growing independence to predict content, layout and story development

· Read silently or quietly at a more rapid pace, taking note of punctuation and using it to keep track of longer sentences

· Adapt to fiction, non – fiction or poetic language with growing flexibility

· Take more conscious account of literacy effects used by writers

Gold

· Look through a variety of texts with growing independence to predict content, layout and story development

· Read silently or quietly at a more rapid pace, taking note of punctuation and using it to keep track of longer sentences

· Solve most unfamiliar words on the run

· Adapt to fiction, non-fiction or poetic language with growing flexibility

· Take more conscious account of literacy effects used by writers