Renishaw Primary School
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Reading Curriculum
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Reading Curriculum
2020-2021
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Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic This is Me Toys Through Time
Wonderful Weather
We Are Britain Journeys
Yea
r 1
Writing Genres
Acrostic poemStory
mappingNarrative
Acrostic poem
Labels and captions
Character description
Letter writing
Non-fiction fact file
Diary entry
Recount (postcard)
Instruction writing
Core TextsElmer story collection
DoggerLost at the
Toy Museum
Lost and Found
My Friend the Weather
Monster
Katie in London
Paddington
PoetryThe Lost Words -
Fern
Acrostic poetry –
remembrance
A Visit from St. Nicholas –
Clement Clarke Moore
(Archaic Language)
The Wind Christina Rosetti
Additional Texts
Where the Wild Things
Are
The Colour Monster
Where the Poppies Now
Grow
The Elves and the
Shoemaker
The Day the Crayons Quit (complexity
narrator)
The Twits Roald Dahl
Song Lyrics
Rockin Around the Christmas
Tree
We Wish You a Merry
Christmas (Makaton)
Drip Drop (Rain Is Falling Down)
The Sun Has Got His
Hat On
Film Clips Lost and Found Paddington
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Literacy Overview – Year 1
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Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic The Great Fire of
London (7)
iMessage (6)
Coast to Coast
Near and Far Intrepid Explorers
Yea
r 2
Writing Genres
Diary entry, Instructions,
Poetry. Poster.
Letters, postcards, Non chron
report.
Descriptive writing. Poster.
Recount.Poetry
Narrative, Sound poetry.
Adventure story.
Description,
Core Text
Vlad and the Great Fire of
London.
The Day the crayons Quit. The Day the
Crayons came back.
Flotsam,The
Lighthouse Keepers Lunch.
Handa’s Surprise.
Meerkat Mail
Around the world in 80
Days
Jack and the Beanstalk.
Jim and the Beanstalk.
PoetryThe Lost Words Waiting for
the Tone – Kit Wright
Waves – Jackie Kay
Civil lies – Bejamin
Zephaniah ???
The Sound collector –
Roger McGough
The JumbliesJack and the Flum Flum
Tree
Additional Texts
The GFoL – A city in Flames.
Toby and the GFoL. .
Dear Miss
The Jolly Postman.
One world – Micheal
Foreman.
Five go down to the sea.
Somebody swallowed
Stanley
When the rains came.
How the Leopard got his spots
Fantastically Great Women who changed
the world/history.
The Explorer – Katherine
Rundell
Little People, Big Dreams
series.
Michael Recycle
Man on the Moon
Song Lyrics
London’s Burning
N/A
Sitting on the dock of the bay – Otis Redding
Hakuna Matata (Jambo Bwana)
Anywhere – Passenger
When I’m gone – Anna
Kendrick
Get back up again – Trolls
Chicago – Sufjan
Stephens
Film ClipsMagic
Grandpa
The Man on the Moon – John Lewis
Advert
N/ACatch It –
Literacy Shed +
Around the world in 80
Days planning.
Whistleless
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Literacy Overview – Year 2
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic Stone Age to Iron Age Angry Earth (Volcanoes and Earthquakes) Ancient Greece
Yea
r 3
Writing Genres
Setting descriptions
postcardPoetry
InstructionsRe-write
Persuasive advert
SpeechComicsRecount
The Rock Cycle leaflet
Play scriptsSetting
descriptionLetter writing
Non chron report on Japan’s
earthquake ad tsunamiPoetry
Core TextThe Boy with the
Bronze Axe
The Boy with the
Bronze Axe
Toto: The Wizard of
Oz
The Firework Maker’s
Daughter
Who Let The Gods
Out
Poetry
The Lost Words
CinquainSenses poetry
Christmas cinquain Walking with
my iguana Scissors
Additional Texts
Stone Age Boy
The Sheep Pig (Guided
Reading) FunnyBones
The Wolf’s Boy
Escape from Pompeii
(pages 1-2) Stone girl Bone Girl
The 3 Little Pigs
The True Story of the Three Little
Pigs
Hurricane
Icarus and DaedalusTheseus and the
MinotaurPandora’s
box
Song Lyrics
Film Clips
Rocks! A video by Mr
Bradley. Not a film
but used as a stimulus for writing
Vesuvius eruption Home Sweet
Home (lit shed)
David Attenborough’s Perfect Planet
for GR
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Literacy Overview – Year 3
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Yea
r 4
Topic Roman Britain Natural Resources
Area of Europe Study -
Italy
Crime and Punishment
Writing Genres
Instructional writing
Roman army
Application letter
Diary Writing
Setting description
Wanted Poster
Limericks (Christmas)
Narrative
Explanation (water cycle)
Persuasive Holiday
Brochure
Core TextThe
Leopard in the Golden
Cage
The Leopard in the Golden
Cage
Charlotte’s Web
(archaic text)
Float
Holes
Poetry
The Lost Words -
Dandelion
Over de moon –
Benjamin Zephaniah
Wilfred Owen- Dulce et
decorum est (Archaic Text)
(Remembrance)
The Romans in Britain by Judith
Nicholls
Once upon a raindrop
The Highwayman
The Spider and the
Fly(science)
Additional Texts
Romulus and Remus
- Myth
Newspaper Extracts
Guardians of the environmentA drop in my drink
The Rhythm of
the rain
The highway rat
The true story of the three little
pigs
Film Clips Veni Vidi Vici
Planet EarthBBC – Saving energy
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Literacy Overview – Year 4
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic Anglo Saxons to Vikings Rivers and Mountains Ancient Egypt
Yea
r 5
Writing Genres Kennings
Narrative
Newspaper article
HaikuTanka
Cinquain
Core Text BewoulfWind in the
WillowsSecrets of a
Sun King
PoetryThe Lost Words
Kennings
The River by Valarie
Bloom Ozymandias
Additional Texts
Odd and the Frost Giant
Liking for a Viking Celia
Warren
Floodland
Song Lyrics
Film Clips The Ridge
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Literacy Overview – Year 5
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic Victorians North America Mayans
Yea
r 6
Writing Genres
PoetryDiary EntryNarrative
Description
BiographyBalanced Argument
Character DescriptionNarrative
Core Text Street Child
Street Child + Far From
Home extracts
Little House on the Prairie
The Arrival Middleworld Cloudbusting
Poetry
The Lost Words
The Railway CarriageRobert Louis
Stevenson
The Dreadful Menace
Scissors (performance only) and
Colin
The New Colossus
Additional Texts
On the Origin of Species
The Promise
News Article Easter Island Statue Dr John SnowMoth
News article The day
Niagara Falls ran dry
Queen of the Falls
Windrush Child
Twist of Gold
The Man Who
Walked Between The Two Towers
The Rain Player
The Hero Twins
Sinkholes text
Song Lyrics
Food Glorious Food
Big Yellow Taxi 99
Red Balloons
Film Clips The Dreadful Menace
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Literacy Overview – Year 6
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Familiarity with Texts
Fairy Stories
The Elves and the
Shoemaker
Jack and the Beanstalk.?
Jim and the Beanstalk?
The Three Little Pigs.
The true Story of
The Three Little Pigs
Hansel and Gretel
Familiarity with TextsTraditional
Tales
Me and You
The Hare and the Tortoise
How the leopard got his spots.
Jolly Christmas Postman
Familiarity with TextsMyths or Legends
Greeks : Icarus and Daedalus
Romans : Romulus
and Remus
Vikings : Beowulf
Maya :The Hero Twins
Classic Poetry and
Performance
Remembrance William Bedford
The Wind by Christina Rosetti
Remembrance poem
The Jumblies Edward Lear?
London’s Burning.
In Flanders Fields John
Macrae
The Owl and the
PussycatEdward
Lear
My Shadow Robert Louis
Stevenson (Science)
Dulce et decorum
est Wilfred Owen
The Spider and the Fly Mary Howitt(Science)
The Charge of the Light
BrigadeTennyson
Ozymandias Shelley
For the Fallen
Laurence Binyon
The Night Before
Christmas Clement Clarke Moore
The Railway CarriageRobert Louis
Stevenson
The New Colossus
Emma Lazarus
Contemporary Poetry and
Performance
Lost Words Please Mrs Butler Allan
Ahlberg?
Jack and the Flum Flum
Trees?
Waiting for the tone – Kit
Wright
Waves – Jackie Kay
Lost words
Scissors by Allan
Ahlberg
Walking with my Iguana
The British and Over de Moon Benjamin
Zephaniah
Excuses by Allan Ahlberg
Liking for a Viking Celia
Warren
Colin by Allan
Ahlberg
The Dreadful Menace
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Breadth of Reading Progression
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Different Forms of Poetry
introduced
Acrostic Narrative Cinquain Limericks Kenning, Haiku, Tanka
Narrative
Play Scripts
Roald Dahl the Three Little Pigs
Pirates of the Currybean / Ali Baba and the Bongo
Bandits
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Doug Lemov in “Reading Reconsidered” identifies that there are five types (he calls them plagues) of text that children should have access to in order to successfully navigate reading with confidence. By starting this exposure at an early age he believes children will become more confident and adept at understanding the complexities of different texts that are complex in a way that is different to lexical level. In planning our curriculum, we have ensured coverage and progression in these five types of text.
Archaic Language The vocabulary, usage, syntax and context for cultural reference of texts over 50 or 100 years old are vastly different and typically more complex than texts written today. Students need to be exposed to and develop proficiency with antiquated forms of expression to be able to hope to read James Madison, Frederick Douglass and Edmund Spenser when they get to college. Non-Linear Time Sequences In passages written exclusively for students—or more specifically for student assessments— time tends to unfold with consistency. A story is narrated in a given style with a given cadence and that cadence endures and remains consistent, but in the best books, books where every aspect of the narration is nuanced to create an exact image, time moves in fits and start. It doubles back. The only way to master such books is to have read them time and again and to be carefully introduced to them by a thoughtful teacher or parent. Narratively ComplexBooks are sometimes narrated by an unreliable narrator- Scout, for example, who doesn’t understand and misperceives some of what happened to her. Or the narrator in Edgar Allan Poe’s “The Tell-Tale Heart” who is a madman out of touch with reality. Other books have multiple narrators such as Faulkner’s As I Lay Dying. Others have non-human narrators such as the horse that tells the story in Black Beauty. Some books have multiple intertwined and apparently (for a time) unrelated plot lines. These are far harder to read than books with a single plot line and students need to experience these as well. Figurative/Symbolic Text Texts These happen on an allegorical or symbolic level. Not reflected in Lexiles; critical forms of text complexity that students must experience. Resistant Texts Texts written to deliberately resist easy meaning-making by readers. Perhaps half of the poems ever written fall into this category. You have to assemble meaning around nuances, hints, uncertainties and clues.
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Developing the Reader
Developing the Reader at RenishawYear 1 Year 2 Year 3 Year 4 Year 5 Year 6
Archaic Language
Where the Wild Things
Are
Paddington
The Night Before
Christmas
Five go down to the
sea.
Lighthouse keepers
lunch
Very Hungry Caterpillar
The Sheep Pig
Charlotte’s Web
Dulce et decorum est
Wilfred Owen
The spider and the Fly Mary Howitt(Science)
The Charge of the Light
BrigadeTennyson
Ozymandias Shelley
Wind in the Willows
Little House on the Prairie
For the Fallen
The Night Before
Christmas
Non-Linear Time
Sequences
The Twits
Dogger
Ellmer
When the rains come
The Firework Maker’s daughter
Holes Cosmic Middleworld
Narratively Complex
Where the Wild Things
Are
The Day the crayons
quit/came back.
Vlad and the Great Fire of
London.
Dear Miss
Monkey Puzzle
True Story of the Three Little Pigs
Toto: The Wizard of
Oz
Clockwork
Complexity of the Plot
Figurative / Symbolic Text
Where the Wild Things
Are
Lost words
Somebody swallowed
Stanley
Mum and Dad glue
Who Let the Gods Out?
Scissors by Allan
Ahlberg
Iron Man?
The British Benjamin
Zephaniah
In Flanders Fields
The Arrival
Windrush Child
Resistant Text
Lost and Found
The Weather Monster
The Color Monster
Lost at the Toy Museum
Tadpole’s PromiseFlotsam
Wolves? Harris Burdick?
Ozymandias Arrival
Cloud busting
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Year Term Writing to entertain
Writing to inform Writing to persuade
Writing to discuss
Poetry
1
1 NarrativePoetry
Contemporary
2 RecountPoetry
Classic
3 Diary entry (Character
perspective)
Non-fiction fact-file
Contemporary
4 Character description
Setting description
InstructionsLetters
(postcard)
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2
1 Contemporary2 Classic3 Contemporary456
3
1 PoetrySetting
descriptionRewrite
Instructions Contemporary
2 Speech comicPoetrySetting
description
Non Chron report on Rock
Cycle
Classic
3 Playscript Letters Contemporary
4 Setting description
Fact file on Japan’s
earthquake and tsunami
Persuasive advert for
Pompeii pre Vesuvius eruption?
5 Character description of
God?
Biography of God?
6
4
1 PoetryDiary write
Instructions Job application letter
Contemporary
2 Setting description Narrative
Wanted poster Classic
3 Narrative story
Explanation text?
Contemporary
4 Travel Brochure56
5
1 Diary entry Letter Contemporary2 Procedural text Classic3 Description Narrative Contemporary4 Non-
chronological Report
5 Balanced Argument
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Overview of Writing Outcomes
6
1 LetterBiography
Contemporary
2 Character Description
Non-chronological
Report
Balanced Argument
Classic
3 Character Description
Narrative
Non-chronological
Report
Travel Brochure Contemporary
456
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Where possible a text will be used for different subjects and topics being taught. This will be used to further the learning in that subject / topic and to help children to apply their learning to the real world. It is not expected that a book will be used for every subject, for every half term for every year group.
Year 1 Cross-Curricular Reading
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Maths
Year
1
ScienceThe Lost Words A Seed in
Need
History / Geography
Where the Poppies
Now Grow
Lost and Found
PaddingtonKatie in London
REThe Good Samaritan The Easter
Story
Art / DTThe Colour
Monster
PHSE The Colour
MonsterElmer
Dogger
My Friend the Weather
MonsterThe Twits
Have you Filled a Bucket today?
A Huge Bag of Worries
Computing
Music
MFL
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Cross Curricular Reading
Year 2 Cross-Curricular Reading
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Maths The Great Pet Sale
Year
2
Science Bertie the Bursting Bin
Tadpole’s promise
Egg to Bee.
Monkey Puzzle
Florence was no ordinary
Fairy.
Animal architects
Creature features
We’re going on a leaf
hunt.
Insect Detective.
Why do Flowers like bees?
From seed to sunflower
History / Geography
The Great Fire of London
Anniversary Edition
RE
Art / DT
PHSE
Jack and Jill
Miss Polly had a dolly
Very Hungry
Caterpillar
Mum and Dad glue.
Mr Seahorse
Counting Kisses
Once there were
Giants.
Spend it!
Those shoes.
The Children’s Book of Keeping
Safe.
Computing
Music
MFL
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Year 3 Cross-Curricular Reading
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Maths
Year
3
Science The Lost Words
Pebble in my pocket Funnybones
The Forgotten
garden
History / Geography
The Boy with the
Bronze Axe Stone Age Boy
The Firework Maker’s
Daughter
Hurricane
RE The Promise
Art / DT
PHSE Pebble: A story of
belonging
Computing
Music
MFL
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Year 4 Cross-Curricular Reading
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Maths
Year
4
Science
The Spider and the fly – Mary Howitt
Actual Size
Drop in my drink
Once upon a raindrop
History / Geography
Roman Diary –
Journal of Iliona
Guardians of our
environment
RE The Good Samaritan
Art / DT
PHSE Georges
Marvellous Medicine
The growing story
Computing
Music
MFL
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Year 5 Cross-Curricular Reading
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Maths
Year
5
Science Clockwork
A Butterfly is Patient
Life Cycles – DK & Sam Falconer
Disappearing Acts
Cosmic
Moon Juice
Ada Twist, Scientist
If All the World
Were...
History / Geography
BeowulfOdd and the Frost Giants
The Wind in the Willows
A RiverMarc Martin
Everest: The
Remarkable Story of Edmund
Hillary and Tenzing Norgay
Secrets of a Sun King
RE
Art / DT
PHSE
Computing
Music
MFL
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Year 6 Cross-Curricular Reading
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
MathsPercentages – If the World
Were a Village
Year
6
ScienceEvolution -
On the Origin of Species
Moth
History / Geography
Street Child Far From Home
Little House on the Prairie
Queen of The Falls
Twist of Gold
The Man Who
Walked Between the Two Towers
Rain Player
RE
How to Live Forever
The Promise
The Island
Art / DT Bridges
PHSE The Island
ComputingGoldilocks- a fairytale
for the digital age
Music
MFLLet’s Visit a
French Town
Let’s go Shopping
This is France All In a Day
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Renishaw uses the Scarborough Reading Rope to help us to understand how a child learns to read and to help our children to become skilled readers. Where a child is struggling to learn to read we use this to consider which strand(s) may be causing a barrier to learning or progressing and what action can be taken to support that child.
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Learning to Read
Word recognition is taught through the activities in the following table below. Included is a teaching and intervention timescale. In 2020 this is transitional and is likely to remain so in 2021 due to school closures caused by the pandemic. This is aspirational for where the school aims to be once we return to a “teaching as normal” mode following catch ups to compensate for school closures.
Reading Speeds are checked and monitored half termly with parents sent their child’s reading speed. It is critical that reading speed is at a pace that encourages fluency. It should still include use of punctuation, expression
and allow the child to have time to understand what they are reading. These are used to monitor where children may need additional support with their reading speed or fluency. The same text is used throughout a year group using a text at age related expectations. The text is not used at any other time. The number of errors is recorded
and 5 basic questions asked to check a child’s understanding of the text. Children are allowed to read the text silently first.
The age-related expectations by the end of each year group are set out below. Each is with no more than 5 errors.
Words per Minute (No more than 5 errors per 100 words)
Year 1 20Year 2 70Year 3 100Year 4 110Year 5 120Year 6 140
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Word Recognition
Teaching Word Recognition
Colour Key
On track taught to the class
Catch up needed – interventions
Serious concerns – raise with SENCO
Nursery Reception
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Phase 1 Phonics
Phase 2 to Phase 3 phonics
Phase 4 to Phase 5 phonics
High Frequency
Words Read First
100
High Frequency
Words Read Next
100
High Frequency
Words Read First 200-300
Project X Code
intervention
Individual Readers
Fluency Phrase
Lists
Fluency xxx
Fluency xxx
Fluency xxx
Fluency intervention
Nessy
Vocabulary
Individual reading
timeClass
Reading book
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Comprehension builds upon fluency and uses a number of different skills. These are taught to children through an “Active Reader Tool Kit”. We look to build a web of learning where connections are made between different
concepts and experiences. These skills include
Making connections with the text. Children consider:o text to text connections made with between the text being used and other texts that the
children have read or watched (visual texts)o text to self connections made between the text and the child’s own experienceso text to world connections made between the text and what the child knows about the world
Make predictions and ask questions based on what they have read in the text Visualising what they have read. Children are taught to create a picture in their mind of what they have
read and that this picture is adjusted and changed as you read further and find new information Active readers notice when they do not understand something that they have read. They know that they
have had a “reader breakdown” and that they need to do something about it to fix their understanding. Active readers have a range of strategies to fix reader breakdowns. Dictionaries may be used after other
strategies have been tried first. Active readers look out for VIP key words and phrases that help to unlock the meaning of a text Children are taught to pull these different elements together to think again about their understanding of
the text. They are taught to think like a detective Children are taught to summarise and provide a gist of what they have read – to use only the key points
and to be succinct.
Children are taught these skills through modelling and through careful selections of texts. Skills are taught individually at first and verbally and build up to written responses and to covering all skills in a single session. These are taught alongside decoding skills and start in Reception and continue to be built on and refined through to year 6 where children are expected to apply them independently.
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Comprehension
Teaching Comprehension
Colour Key
On track taught to the class
Catch up needed – interventions
Serious concerns – raise
with SENCO
To be reviewed!
Nursery Reception
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Make connection
to a textVerbally Taught explicitly with written
responsesApply independently
Make predictions
and ask questions
VerballyTaught explicitly with written
responses Apply independently
Visualise and change visualisatio
ns
VerballyTaught explicitly with written
responses Apply independently
Spot reader breakdown
s
Verbally Taught explicitly with written responses
Apply independently
Fix reader breakdown
s
Verbally Taught explicitly with written responses
Apply independently
Spot VIP words and phrases
Taught explicitly with written responses
Apply independently
Use detective skills to
understand
Taught explicitly with written responses
Apply independently
Give a gist Verbally Taught explicitly with written responses
Apply independently
Inference intervention
Project X Code
intervention
Nessy
Vocabulary Taught explicitly and through pre-reading and reading
Individual reading
timeClass
Reading book
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