Reading
Intent – We want our children to be confident, fluent readers, who are able to access the curriculum and enjoy reading for pleasure. . We promote a love of reading, as it supports children's learning across the curriculum; it is a vital skill that needs to be mastered to ensure that children become successful learners who are able to learn a range of new information in a range of subjects, for example facts, reports and instructions
Reading and understanding are the building blocks of learning and developing new skills and knowledge.
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Implementation |
In YR and Y1, children benefit from regular small group, guided reading sessions, with an adult, using the Big Cat Collins Reading Scheme, which links to our phonics scheme (Unlocking Letters and Sounds - 'ULS'). Our staff have undertaken initial training from Little Sutton English Hub, and then from 'ULS'; they use the methods recommended to support our children to develop their early reading skills. During their reading lessons, children will practice applying their phonics skills to decode and read words, practice their prosody and develop their comprehension skills by reading the same text a number of times and answering key questions. The children will be allocated the same book that they are reading in school to practice their reading at home each day. Reading lessons will take place 3x each week (Monday - Wednesday) for 30 minutes. In YR and Y1, phonics is taught daily and then a reading session, incorporating phonics, occurs three times a week. Y2 will start the year using the phonics / guided reading approach and then move onto more regular, whole class reading lessons as soon as they can. Y2 – 6 – Children are given a Big Cat Collins reading book to take home weekly – the books are set at ARE to ensure fluency, prosody and comprehension is consistently practiced. They can also visit the library to choose a free choice book if they wish. Y2 – Y6 - Reading lessons focus on reading for meaning, high level vocabulary and VIPERS linked to comprehension – 4x a week. Reading also links to the Plazoom writing texts (age appropriate, modern texts by relevant authors, concentrating on high level vocab and interesting texts, as well as Kapow foundation subject texts – all link together to encourage reading in all areas of the curriculum. Reading in class at the end of the day – class texts – ‘Class Reading Spine’ – age appropriate; a range of books linked to culture, SEMH, modern issues and classic stories. They have been nominated for or winners of reading prizes – recommended by Literacy websites and Times Reading list
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Assessment - Impact |
EYFS and Y1 – daily assessment throughout the phonics and reading lesson – interventions and 5 minute catch ups put in place where necessary. Also, every 6 weeks, class teachers complete phonics assessments – all information is put onto our ‘phonics tracker’, which is linked to our ULS assessment lessons. Y2 – Y6 - continuous assessment style questions through the week in reading lessons– in depth analysis in class / end of term NFER assessments – scaled scores – linked to FFT / Y2 and Y6 practice SATs and then SATs in May. Assessments in Reading also link to knowledge and understanding shown in English Writing lessons, linked to our PLazoom writing texts, and to our Kapow Foundation subject texts. Every new starter completes a phonics assessment and a Salford Reading Test to give the class teacher and subject lead an overview of where their starting level of understanding and skill is. Target 20% in each class are heard read regularly and assessments are ongoing – interventions are put in place, when necessary, to offer comprehension and phonics skills support.
Each year builds on knowledge and skills from previous year – increase ownership of their reading / comprehension/ VIPERS skills
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Learning environment |
· Each classroom has a reading corner where children can go and choose a book to read or sit quietly and enjoy the book they are reading. · Children are encouraged to go to the library to choose a free choice book to read and take home. · Reading is promoted through World Book Day and Poetry themed assemblies. · Key vocabulary is displayed in the classroom, along with the linked definitions which children are then encouraged to use in their independent writing · Children’s opinions about books are celebrated through peer and whole class discussion |
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Enrichment |
· Children are encouraged to take part in World Book Day as a whole school celebration – activities are done throughout the day to promote a love of books, authors and reading · Whole school celebration of National Poetry Day (annually) · Children will experience an author-led workshop at least once per Key Stage · During our focused ‘careers week’ children will learn about jobs linked to English and Reading
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Aut 2 |
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Sum 1 |
Sum 2 |
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Y1 |
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Y2 |
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Y3 |
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Y4 |
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Y5 |
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Y6 |
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What are Vipers?
VIPERS is an acronym to aid the recall of the 6 reading domains as part of the UK’s reading curriculum. They are the key areas which we feel children need to know and understand in order to improve their comprehension of texts.
VIPERS stands for
Vocabulary
Inference
Prediction
Explanation
Retrieval
Sequence or Summarise
The 6 domains focus on the comprehension aspect of reading and not the mechanics: decoding, fluency, prosody etc. As such, VIPERS is not a reading scheme but rather a method of ensuring that teachers ask, and students are familiar with, a range of questions. They allow the teacher to track the type of questions asked and the children’s responses to these which allows for targeted questioning afterwards.
