MODEL OF READING INSTRUCTION
Planning a balanced early reading programme in Reception and KS1
Criteria Actions to be taken
Reading provision
A broad and balanced reading programme is planned for all children, linking to cross curricular opportunities and supporting reading for a range of purposes.
The model of reading instruction will include: Language comprehension and phonics teaching, shared reading, reading to children, guided reading, independent reading.
Shared reading
Daily planned shared text work to model word recognition and language comprehension.
Chosen text needs to:

reflect learning objective/s

be large enough for all children to see

be interesting.
In shared reading the practitioner will model reading strategies linked to the learning objective and might:

make explicit the directionality of print

make explicit one-to-one correspondence

model phrased and fluent reading

talk about the text

explain/explore new or unfamiliar vocabulary

develop literal and inferential comprehension

model reading strategies that support language comprehension and word recognition e.g.
-rereading
-cross checking information
sources e.g. phonics,
meaning and grammar


model the application of phonics as decoding from left to right all through the word

discuss the function of punctuation.
Opportunities for children to discuss and engage and explore their responses to texts and develop their speaking and listening skills.
Material selected to support learning objectives that over time draw on a wide range of quality text types: fiction, poetry, plays, non-fiction linking to cross-curricular opportunities and supporting reading for a range of purposes, indoors and outdoors.
Adults read to children every day
Guided Reading
Guided reading planned on average twice a week for all children
(vulnerable children may require more), to focus development of language comprehension and word recognition with targeted groups of similar reading abilities and needs.
Books for guided reading identified and organised with reference to a system of fine grading (e.g. Book
Bands or other).
Sufficient high quality guided reading resources to meet the needs and interests of Reception (sets of 20-30 titles are likely to be needed at early levels of finely graded texts-Book
Bands1-3).
Books for early reading have text that includes the repetition of highfrequency words.
Books for early reading include a proportion of words children can decode using their current level of phonic knowledge and contain language structures that mirror natural oral language patterns.
Careful selection of texts appropriate for reading ability, children’s interests, background and previous experiences.

To secure application of phonic knowledge, the practitioner sometimes precedes or includes in the guided reading small-group phonics teaching, focusing on significant or challenging letter-sound correspondences within the guided reading text.
Progress is apparent in children’s independent reading through continuous assessment and tracking.
Opportunities for children to discuss and engage and explore their responses to texts before, during and after the reading.
Development of new and unfamiliar vocabulary explained and explored through discussion and other activities.
Material selected to support learning objectives that over time draw on a wide range of quality text types: fiction, poetry, plays, non-fiction linking to cross-curricular opportunities and supporting reading for a range of purposes, indoors and outdoors.
Independent reading
Planned and child-initiated opportunities for independent reading
(individual, grouped or paired) to:

look through books
 ‘play read’

reread familiar books:
-guided reading books
-familiar read-aloud books
-shared books

read library books, topic related books, multi modal texts

take books home to read.
Opportunities to apply word level strategies to support fluency and comprehension and knowledge across EYFS and KS1 curriculum.