(15 weeks / 1 hour / max. 6 students)


At this stage many children will be reading longer and less familiar texts independently and with increasing fluency. The shift from learning to read to reading to learn takes place and children read for information and for pleasure.

Children need to learn some of the rarer pairings of graphemes and phonemes be able to use them accurately.

A few children may be less uent and con dent,
often because their recognition of graphemes
consisting of two or more letters is not automatic
enough. Such children may still try to use phonics
by sounding out each letter individually and then attempting to blend these sounds (for instance /c/-/h/-/a/-/r/-/g/-/e/ instead of /ch/-/ar/-/ge/).

This is all too often misunderstood by some teachers as an overuse of phonics rather than misuse, and results in teachers suggesting to children that they use alternative strategies to read unfamiliar words. Instead the solution is greater familiarity with graphemes of two or more letters. The necessity for complete familiarity with these graphemes cannot be over- stated.


• activating prior knowledge;
• clarifying meanings – with a focus on vocabulary work; • generating questions, interrogating the text;
• constructing mental images during reading;
• summarising.

Many of the texts children read at this stage will be storybooks, through which they will be developing an understanding of the author’s ideas, plot development and characterisation. It is important that children are also provided with opportunities to read a range of non-fiction texts, which require a different set of strategies.