Do reception children normally do guided reading, individual reading or none under the EYFS?

[thegrammerpolicesic]

I'm still trying to get to the bottom of the way reading is learned/ taught in reception under the EYFS. Anyone know?
Do they typically do guided reading/ one on one reading or none at all?

Ds did both. Guided reading about once a week and individual reading every day (though in many schools it is individual once/twice a week)

Do you know what the official EYFS line is on this?

And if a child who can read isn't doing anything at all other than phonics as a whole class would that be something to take up (gently) with the teacher as how are they going to learn any new reading at school?

I would take it up with the teacher tbh...as you say but very gently!

MY DS started reception in september as well and they are doing or have been doing phonics together as a whole class and then doing reading once a week with the teacher. DS seems to be flying along with his reading at the moment but is being given just as much one to one attention as the others in the class. There are many that are still on the books with no words but even they are "reading" with the teacher indiviudually.

No idea how it is "supposed" to be done though so can't help there Im afraid.

DS is in a state primary with 30 children in the class,1 teacher and an amazing TA if that makes any difference.

DD does one-one reading 3 times a week, with teacher or ta.

They are learning phonics as a whole class and in smaller groups. She brings a new book home every day, she 'reads' it to us and then goes back and swaps it the next day for another book

Dd has one to one with teacher or TA twice a week, and changes books for home twice a week. Some of the mums also do one to one at school (I do for dd's class - but dd herself).

I can't see how they could manage anymore THB but I don't feel it's really enough and I am trying to do extra one to one reading (i.e. reading as in learning to read type reading not just reading a story to her) more often. It's very tough if you're a working parent though (I work PT) as on those days there is just no time to do any extra stuff like that.

I think dd's state school is very good and the teacher very competent - but I'm resigning myself to doing regular top-ups at home indefinitley.

The pace for learning to read is OK for dd but on the slow side. The big difference is in numeracy - from the look of the curriculum, she will learn absolutely nothing new there for at least 2 years! It's only reception so I won't bleat about it just yet - but if it's the same next year I will definitley want to see something done to accommodate her.

It depends on the school.
There is no official EYFS line.
If a child is able to read and the teacher hasn't noticed I would mention it diplomatically.

Mrz's right, it's up to each school. But they should have a clear plan, so if they can't tell you what that is, it's a worry.

Well as per my other thread we have progress in terms of at least getting a book home to read (not that we don't have books of our own of course) but the teacher said I'd have to give her guidance on what level before she gave it to us. So that should be her job right ?

Ds says he hasn't done any one on one reading in class at all but obviously that might be wrong given the reliability of four year olds.

I guess the plan is they'll start all this sort of thing after Christmas when they've finished all the main phonics sounds. So this doesn't cater at all to those who already know them.

Some schools don't do any one to one reading so it wouldn't be unusual.

Basically grammer, the message as I understand it is that it is perfectly OK for a child who already knows the letters and numbers to learn absolutely nothing new wrt literacy or numeracy in reception and parents who are not entirely happy with that simply do not understand the importance of play and socialisation as the main purpose of foundation

Personally, I don't feel like arguing the point and I think in fairness, dd's school sort of makes some effort in this direction whereas, it seems your school makes no attempt at all to address this - which I would not be happy with either.

Acinonyx, I think you're being a teeny bit simplistic. There are lots of ways to use literacy and numeracy through play. For eg: our reception didn't send reading books home or do guided reading, but they did lots or writing and numbers through activities such as a trip to the shops / writing the shopping list, reading it if they could, counting the money, etc and they did no end of things like that. It was all about learning, but it was most definitely learning through play.

individual reading 2/3 times a week.Interestingly they read their new book 'at sight' to the TA/teacher before they bring it home.Wheras with all my other dc it has been the other way round ie chose new book brought it home read it to us first and then read it to the teacher before changing it. Is this the new way of doing things ?

But Smee Acinonyx isn't talking about the average child not learning, she's saying (I think) that if your dc already knows the main things in the reception curriculum already, they in her opinion, can end up not learning anything new.

I've got to agree with smee. If a child (whatever age or ability) isn't learning through play then there is a problem as it is the most natural way to learn. I've seen it used very effectively with Y6 children
I like this quote from Mark Twain
Work and play are words used to describe the same thing under differing conditions.

thegrammerp, doesn't matter what level the child is ability wise, they can still learn masses from a play based education and their literacy skills should come on in leaps and bounds if the school gets it right; the bright ones included.
It's all taught very differently to how things were when we started school, so we assume our kids are doing nothing. Watching it close up last year though, I was amazed at how much DS was learning. It's inspiring I think - and I always trot this out, but look at all the countries where they don't start formal education until six or seven, yet their end results are so much higher than ours.

DD did individual reading every day when in Reception. This was in a private prep school, class size of 16, though so more manageable. For funding purposes though reception followed same regs as state and private nurseries, etc.

Nothing wrong with that Hulababy. I'm not against it at all. But it's not the only way is all.

They did (do) still have loads of learn through play stuff in the receptiont here though. Tons infact! Also this carried on through Y1 and Y2 a DD's school, just gradually reducing a bi and adding a bt more formal type learning as well.

madamearcati - that is the way DD did it; she read initial books to teacher or TA, then brought them home to re-enforce at home. When books got bigger she read different parts at home and school.

In the Y1 class I work in we do guided reading once a week, in ability groups. This was the same when the children were in reception, although not right from week 1. The chldren take different books home (colour coded). They chose them themseves or with parents, read at home and change them wehenever they like. They can do as much or as little as they wish - it is parent led. The teacher doesn't hear the children read those books at all.

I was a bit surprised the children were split into 2 ability groups for reading after only about a fortnight at school

As a teacher I'm also surprised children are split into ability groups for reading after two weeks?

Could the groups simply be; those who can already read and those who can't read yet?

I wouldn't group reception children for reading after two weeks because I would want children to read individually while I get to know them and their capability.

Ds did some individual reading for the first time today better late than never.

MRZ can I clone you and make you his teacher instead! Or maybe I need to move to your area and your school (that would be so stalkerish!)