For ALL reading levels, staff MUST keep a teacher record of which books have gone home and check that they are returned.  If there are any books damaged/missing staff should inform the parent and discuss with line manager regarding expectation of how the stock will be maintained.  From Early to Second Level children should have their reading 'heard' regularly and have clearly set home reading expectations.

Early into First Reading Information

Reading books in book bands Lilac -Blue are now sorted into two types of books, Phonics Books and Sight Reading Books.  The Whole School Reading Record should be used for the group overview as a record of what the pupils have read.  The other documents listed are to inform the structure of how to plan reading. The Assessment Overview should be used to record progress through the benchmarks.   

Big Cat Phonics Books

Big Cat Phonics Books - These books compliment the Read Write Inc and Mile End Phonics Progression and are ordered according to sound not band. (see RWI Phonics Reading Record) These should be issued to consolidate sounds that have already been taught in class.  This is taken from the Whole School Reading Record and shows the RWInc phonic books only not sight reading.

Sight Reading books 

Rigby Books/ Big Cat Sight Reading Books - these books can be issued alongside the phonics books. Each sight reading book has a list of interest and high frequency words (See Sight Reading Books) which means teachers can pick books to compliment vocabulary being taught in class. Not all books need to be used.  This shows a list of the books for teacher information.

First Level Reading Information

Two records should be kept for each group  - The Whole School Reading Record should be used for the group overview as a record of what the pupils have read.  The Assessment Overview should be used to record progress through the benchmarks.  

First Level starts roughly at 'Yellow level sight books'  and still includes the teaching of phonics, therefore information for this is found in Lilac to Blue overview. On your reading record it should be clear that pupils are using a variety of schemes at a similar level to ensure depth as well as progression.  Rigby Stars, Big Cat and Literacy Links provide this depth.  Pupils should receive reading books home on a regular basis.

There are comprehension resources to match this level - P2 (book 1) - P4 (book 3) Nelson Comprehension.  In addition, comprehension tasks using the reading books  should be secure at a given level before moving on. Big Cat and Rigby Stars comprehension work can be found in the cupboard alongside the relevant colour.  The Big Cat resources can also be found on the site.

Mile End Reading Strategies should be taught explicitly and resources for this can be found in the Teaching Comprehension Strategies section of

the website.  A selection of other resources to support the teaching of reading comprehension can also be found in General Resources.  

Class Novels are available for P3 upwards and should be used over the  session.

Second Level reading Information

Two records should be kept for each group  - The Whole School Reading Record should be used for the group overview as a record of what the pupils have read.  The Assessment Overview should be used to record progress through the benchmarks. 

Second Level starts roughly at Copper books.  If pupils are progressing onto the Copper materials teachers should ensure that they are secure across the first level Assessment overview of benchmarks.  

Rigby Stars, Big Cat, Kingscourt and Novels provide depth.  Pupils should receive reading books home on a regular basis.

There are comprehension resources to match this level - P5 (book 4) - P7 (book 6) Nelson Comprehension.  In addition, comprehension tasks using the reading books  should be secure at a given level before moving on. Big Cat and Rigby Stars comprehension work can be found in the cupboard alongside the relevant colour.  The Big Cat resources can also be found on the site.  Group novel resources can be found on the site for some novels.

Mile End Reading Strategies should be taught explicitly and resources for this can be found in the Teaching Comprehension Strategies section of the website.  A selection of other resources to support the teaching of reading comprehension can also be found in General Resources.

Close Reading 9-12 moving onto the beginning of Close Reading 11-14 Fiction and Non-Fiction should be used and can be found on the site.  Pupils should be introduced to Point Evidence Explain Link paragraphs (PEEL).  

Class Novels are available and should be used at least over the  session, resources to support these are found on the site.

Third Level Reading Information

Two records should be kept for each group  - The Whole School Reading Record should be used for the group overview as a record of what the pupils have read.  The Assessment Overview should be used to record progress through the benchmarks. 

Third level resources are found at Diamond and Pearl.  Big Cat books and Novels provide progression.  At Third Level pupils will be issued with either a paper-based reading diary or a virtual reading diary shared on Google Classroom.  This is the individual responsibility of each child to update with a record of what is being read at home.  This will be checked regularly by the class teacher.  Pupils may receive pre-learning to be read at home to support work in class.

At Third Level strategies for reading comprehension will be taught through critical analysis of text, developing the use of Point, Evidence, Explain, Link back.  Resources to support this are - Close Reading 11-14 Fiction and Non-Fiction.  SQA RUAE Level 3 and 4.  Critical Analysis of text resources for novel studies.