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Reading and Phonics

At Markington School, we beileve that all our children can become fluent readers and writers, and using the Little Wandle programme, we deliver a systematic, synthetic phonics programme, starting in children's Nursery year.  This ensures that all children build strong foundations on which their growing knowledge of the alphabetic code and phonics, and it supports them to read and spell, as they move through school - and beyond.

Our skilled teachers aim to develop a love of literature through exposure to a wide range of quality texts.  We encourage the children to talk about books they have read and to recommend books they have enjoyed.   Our curriulum is well planned and delivered by our experienced teaching staff.  Fidelity to the Little Wandle systematic synthetic phonics programme provides a consistency to the teaching and learning of phonics.

At Markington we use the 'Little Wandle' systematic synthetic phonics programme. 

Class 2 Cinema Trip- Matilda


After reading the book Matilda by Roald Dahl, Class 2 enjoyed watching Matilda The Musical at the cinema.


Class 1

Adam reading (3)

I like reading very much.  I like books that have adventures or mysteries to solve - they are exciting.

When I'm reading a good book, I feel like I'm actually IN the story and I'm doing everything the characters are doing.  

The best book I've read lately is 'Murder Most Unladylike' by Robin Stevens.  It is the first book in the series and I really enjoyed it.

Independent Reading

We value the importance of reading to an adult.  In the Foundation stage and KS1 this is a frequent activity, with the children reading to teachers, teaching assistants and adult helpers.  In KS2 children continue to read their reading books to adults.  They read a range of other texts, through their work in other subjects.  They also develop the concentration skills to read quietly to themselves. 

The teachers' knowledge of each individual child’s needs and interests ensure that children are reading books which will allow plenty of opportunity to consolidate reading skills with the use of both phonically decodable books and other appropriate books of interest to the individual.  We aim to enthuse and excite the children about the books they read.

Shared Reading


Shared Reading

The children also take part in shared reading, in which the teacher’s role is to make overt what good readers do: modelling the process so that the children can follow his/her example. Because the teacher is the reader, he or she can support the pupils to appreciate material that may be slightly harder than they can read on their own. Pupils can concentrate on the meaning without having to decode each word for themselves. The teacher acts as model, demonstrator and instructor, leading a discussion about the interpretation of the text. The pupils listen to the text read aloud, join in and follow the reading, and learn from the teacher’s example of analysing the text.


Guided Reading/ Whole Class Reading

Teachers use a mixture of small group & class guided reading sessions to guide the children through the text, by providing signposts to the most important and helpful features of the textual landscape, developing their ability to decode text, understand it’s meaning and consider the writer’s purpose


Paired Reading

The older children at Markington Primary School regularly pair up with younger children, once they are settled in school, to enjoy paired reading.  This allows the children to develop their confidence and share their love of books.

They also have opportunities to read and share books for pleasure within the classroom through shared reading time and, in KS2 ‘Free Choice Friday’. 


Boo (Y5) recites 'The Wild Child'


Oscar (Y1) recites 'The Jabberwocky' by Lewis Carroll


We hold an annual poetry recital competition in the Spring Term each year and children of all ages across the school, participate.

Although, Lockdown prevented our last competition, Boo and Oscar still learnt a poem, and sent us their recordings.

Our poetry curriculum is carefully planned, building children's love of words, rhyme and rhythm from our youngest children - with nursery rhymes, songs, and stories.  As children progress through school, the texts gradually become more complex.

Poetry, reading and writing, is threaded through our curriculum for children of all ages and we value it as a form of expression. Writing it lets us get out our feelings and thoughts on a subject, while reading it encourages us to connect and find meaning in our experiences. We know that poetry can have a positive impact on the social and emotional learning of children and may offer them a new way of thinking about something.

See below for our poetry curriculum documents.

Red House Books

We are involved in the ‘Red House Book Award’, where the children (and teachers – through reading to their class) read books and rate them.  They then join all the other national scores and a short list of books for different ages is draw up.   All children at Markington help to score the picture books and more confident readers help to score the junior shortlist.  This gives real meaning and purpose to their reading and allows children to be critics of the books they read too.

Reading at Home

All children at Markington Primary School have a school reading book  matched to their current reading needs.  They are encouraged to take these books home to read to an adult and record their reading in their reading records. These records provide a valuable communication between school, home and child.

We welcome parental help in school and many members of the community regularly support the children in their reading within school.Children in KS1 often take home a picture book to share with their parents, who read the story to them.  This develops the children’s ability to read picture clues and develops their speaking and listening skills in an enjoyable way, with an adult.

Reading Policy

Reading Policy - Click here

Looking for suggestions of good books for children aged 3-11?

Follow this link:


Text Maps 

Text Maps 2023/24

Due to a a change in class structure, the text map has been restructured to meet the needs and ages of the children in each class.  Class teachers in Y2-Y6 will use these texts as the basis of their English teaching, whilst for the younger children these stories are used to  develop comprehension, vocabulary and reading for pleasure. 

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