Nook Lane Junior School Subject Overviews - Reading


At Nook Lane Junior School we view reading as the key which enables children to unlock the rest of the curriculum. We aim to inspire a lifelong love of, and passion for, reading. It is our belief that, for children to achieve their full potential, we need to equip them with the skills needed to read, interpret and understand a range of different texts.

By the end of their time at Nook Lane, children will be fluent readers armed with the tools needed to decode unfamiliar vocabulary and with the ability to comprehend any texts that they encounter. Children will be introduced to a wide range of different genres, authors and themes which will provide them with an understanding of different cultures, different ways of life and diverse characters, ensuring they leave Nook Lane as responsible and respectful global citizens.

It is our aim that children develop a rich and varied vocabulary through the texts they study which will enable them to talk confidently about the books they read and express their ideas, opinions and feelings about them clearly and concisely.


At Nook Lane Junior School, we aspire to help children develop as readers by prioritising the following key intentions:

R1  It is our intention that reading is taught through the explicit teaching of the eight reading content domains assessed at the end of KS2. Our children move through the reading curriculum at broadly the same pace during whole class reading sessions. Children are challenged through the use of open ended and higher order thinking tasks and supported through the use of strategic intervention.
R2  We ensure that the reading curriculum is progressive by exposing children to increasingly complex questions, introducing them to progressively more challenging texts, including poetry and non-fiction, and ensuring that comprehension skills are built upon and developed as children move through school.
R3  We ignite a lifelong passion for reading through the careful selection of quality texts studied in each year group, encompassing a wide range of authors, genres, styles and themes for all children to enjoy, including poetry and non-fiction, so that children leave Nook Lane with a good knowledge of a range of authors and are able to express opinions about their favourites.
R4  Children will develop a rich and varied vocabulary through both the texts which they are exposed to, and the explicit teaching of carefully selected tier two and tier three words which they will apply during their discussions and written work in reading sessions as well as using them appropriately across the curriculum.
R5  We aim to create fluent, confident readers who have the skills to decode progressively challenging texts in any context by building on their knowledge of phonics. Children will continue to develop further strategies needed to read progressively challenging texts fluently so that they are able to understand more about the world in which they live through the knowledge gained from texts.
R6  It is our intention that children are able to comprehend unfamiliar texts by visualising what they are reading, linking the text to their background knowledge, recognising and finding the meaning of unfamiliar vocabulary, identifying key information and making comparisons within and across texts.
R7  It is our intention that children are able to express their ideas about what they are reading clearly and concisely through both written outcomes and group discussion and can present their thoughts about a text in a variety of different ways.

Key Concepts

Throughout their learning, children will develop an in-depth understanding of the following concepts that are continually returned to and discussed within each unit of learning so children improve as writers.

  1. Meaning of words
  2. Retrieval
  3. Summarising
  4. Inference
  5. Predicitng
  6. Links
  7. Language
  8. Comparison

Reading Key Intentions and Concepts





  Our Reading key intentions
  and concepts are captured within
  our Reading Logo.







  • Nook Lane follows a whole class reading model for teaching reading where a mix of specific skills session (targeted at shorter texts) and a book study approach (where children study a full book) are used to give children the skills needed to understand and interpret a wide range of different texts including poetry and non-fiction. Reading is used to encourage our pupils to be respectful, responsible global citizens as we ensure that, throughout their time at Nook Lane, children are introduced to a diverse range of styles, genres, themes, authors and characters.
  • The Reading Response Squad provides a whole school approach and common language for the eight reading content domains. All reading skills and book study sessions are focused on one or more of these characters and the content domain they represent ensuring skills are committed to long-term memory (See later table entitled 'How our reading characters link to content domains').
  • Reading sessions are delivered at least three times per week for at least half an hour with each session focused on a particular content domain/domains and with at least one including a focused vocabulary section. Activities are consistent across school with children encouraged to 'read aloud/think aloud'; visualise what they are reading; link the text to their background knowledge; recognise (and find the meaning of) unfamiliar vocabulary; identify key information; and make comparisons within and across texts.
  • In Y3, reading sessions are based on building fluency and retrieval skills. In Y4, reading sessions are focussed on continuing to develop fluency and retrieval skills while also introducing inference skills. In Y5 and Y6, once the majority of children are fluent readers, teaching is focused on all content domains with time spent on each domain reflecting the amount of marks awarded for each domain in the end of KS2 SATs assessments.
  • We foster a passion for reading through whole school reading events such as World Book Day, National Poetry Day, Bake for Books competitions, Book Fairs, visits to the local library and participation in the Sheffield Children's Book Awards.
  • We create a reading rich environment throughout school through the use of displays and inviting reading corners in every classroom alongside class novels, dedicated reading for pleasure time, holding lunchtime book clubs and whole school reading assemblies. The library, managed by Nook Lane children, has a high profile providing a quality range of diverse reading materials, including book banded, non-fiction, picture book and shorter read sections, catering for all tastes and abilities.
  • We create a learning partnership for reading between home and school through the use of Reading Records and celebrating home reading by logging home reads on class displays, recognising those who have read regularly.
  • Reading is a core part of the Nook Lane writing structure and children are exposed to, and analyse, high quality example texts and books to provide models and inspiration for their writing.


  • Children at Nook Lane have a high level of academic success. The vast majority of our pupils achieve national expectations and a significant proportion of our pupils exceed them. Relative to their starting points, our children make good progress.
  • Reading skills are taught progressively from one year group to the next, using the Reading Response Squad, ensuring that children have a deep understanding of the eight reading content domains and a strong grasp of the skills needed to interpret and understand a text.
  • Children are fluent readers, who are able to confidently read and understand a range of different texts confidently. They will have committed the skills needed to do this, as well as a wealth of rich vocabulary, to long term memory.
  • Children talk with confidence, using a rich vocabulary, in order to justify their ideas and express their opinions about a text.
  • Children have a passion for reading and books.
  • Children leave Nook Lane with the ability to retrieve information from a range of different texts for a variety of purposes.
  • Children are able to locate and use appropriate evidence from a text to justify their ideas, impressions and hypotheses and explain these clearly and concisely.

Overview of Learning

Year 3 Overview of Learning
Focus - Fluency and retrieval
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Comprehension skills - retrieval
Book Study - A Christmas Carol Comprehension skills - non-fiction focus Book Study - Diary of a Killer Cat Comprehension skills Book Study - The Story Thief
Year 4 Overview of Learning
Focus - Fluency, retrieval and inference
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Comprehension skills - inference
Book Study - Who Let The Gods Out? Comprehension skills - non-fiction focus Book Study - The Lion, The Witch And The Wardrobe Comprehension skills Book Study - Charlie And The Chocolate Factory
Year 5 Overview of Learning
Focus - All
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Comprehension skills - inference and retrieval
Book Study - Wolf Brother Comprehension skills - non-fiction Book Study - Boy At The Back Of The Class Book Study - Wonder Book Study - Wonder
Year 6 Overview of Learning
Focus - All
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Comprehension skills - inference and retrieval Book Study - Letters from the Lighthouse Book Study - The Explorer
The Jabberwock
Book Study - Wonder Comprehension skills Book Study - The Nowhere Emporium

How our reading characters link to content domains

Content domain Reading response squad character % of total mark in SATs
Meaning of words in context
2a give/explain the meaning of words in context
Dark Decoder 10-20%
2b retrieve and record information/identify key details from fiction and non-fiction
Rocket Retriever 16-50%
2c summarise main ideas from more than one paragraph
Summarise and Sequence Shadow 2-12%
2d make inference from the text/explain and justify inference with evidence from the text
Crimson Clue Hunter 16-50%
2e predict what might happen from details stated and implied
Phantom Predictor 0-6%
Make links within texts
2f identify / explain how information / narrative content is related and contributes to meaning as a whole
Puzzler 0-6%
Author's use of language
2g identify/explain how meaning is enhanced through choice of words and phrases
Word Wolf 0-6%
2h make comparisons within the text
Captain Comparison 0-6%


Our Curriculum: Reading subject booklet gives full details of:

  • National Curriculum, and
  • Knowledge & Skills Progression

Download it and take a look!

Want to find out more about other subjects?

Back to Curriculum by Subject