EYFS Reading

Books should be shared with whole class/groups/individuals and be read to the pupils many times so that the pupils understand the story/sequence of events/characters etc.
Books then need to be available for the children to read on their own and pretend read/use picture clues to retell and become the story teller.
Books need to be available in all Provision Areas and to be stimulating for all pupils, but especially the targeted low achievers.

Books are initially introduced by whole class reading together/discussion about the contents of the pages/looking at the text. Books should be interesting and stimulating to all pupils, especially boys and have content that the children have a deep understanding of /easy concepts.
The same book should then be shared in a small group situation for example, (book corner/role play area) where all children can give their comments/look at their own copy in closer detail.
Teaching points should include vocabulary for parts of the book and the elements of the story/characters/ sequence of eventswho, what, where, when-(Narrative Project).
Children should be encouraged to become the reader themselves and re-tell/re-read the story for themselves.
Books should be available for the children to select for themselves on an independent activity/carpet reading time (after each outdoor time-morning am/after snacks/after outdoor provision/after dinner, when the children need a relaxation activity.
Children should be encouraged to read the book to their friends/or an adult in the setting.
Following lots of 'Real books', reading scheme books can be introduced to the children in the same manner using the Lighthouse books and the Phonics books as appropriate.
Some books should be used for the children to read as unseen books so that reading behaviours can be assessed for the EYFSP.