Reading in Key Stage 2 & reading journals
As children transition into Y3 and beyond, their decoding skills continue to be developed in order for all children to become fluent readers. For those who find this a greater challenge, targeted interventions take place.
Developing every child’s ability to read for meaning becomes an even greater focus. For more information on this, click here.
In KS2, the role of the reading journal develops. For young children in KS1, the reading journal serves as a dialogue between the class teacher and parents about:
- the book the child has read
- what page they have got up to
- how they read
- how well matched the book was to the child’s ability level
- any words they found hard
From Year 3 onwards, the reading journal becomes something else: a record of a child’s personal response, in writing, to the books they are reading. This is also a space where children are encouraged to develop their vocabulary, as children are expected to regularly list words they come across in their daily reading that they find challenging or interesting, thinking of synonyms and antonyms for each one. Children are encouraged to read a variety of texts, from fiction to poetry to a range of non-fiction.
More information about each year group’s expectations can be found at the front of your child’s reading journal.
