Reading
Subject Leader - Mrs Mahon
The 3's (Intent, Implementation and Impact) and Reading Policy
This document defines our vision for Reading: what we intend for our children to learn about decoding, comprehension, and reading for pleasure, how we systematically teach early reading and develop language-rich classrooms and the positive impact this has on pupils’ fluency, confidence and lifelong engagement with literature.
Progression of Skills
Our progression of skills document clearly shows the step-by-step journey of learning from Year 1 to Year 6 across key strands (Decoding, Fluency, Vocabulary, and Comprehension). It ensures that reading skills are taught sequentially and build year-on-year, supporting pupils as they move from “learning to read” to “reading to learn.” This document shows the clear progression of objectives that are covered during guided reading sessions.
Reading Long Term Plan
This plan details the specific texts, genres, and units taught in guided reading throughout the academic year for every class (e.g., narratives, poetry, information texts). It outlines how high-quality books are used as models for language and structure and ensures comprehensive coverage of the National Curriculum requirements for Reading.
National Curriculum
This link confirms that our Reading curriculum is fully aligned with the statutory expectations of the National Curriculum for English, including word reading, fluency, vocabulary development, and comprehension.
Overview
Click here for our Phonics Policy
Children are taught to read when they start in Reception.
We teach early reading with Floppy's phonics.
Phonics
What is phonics? Click on this link to find out more about phonics
Children in Key Stage 1 will bring a reading book home each week. We have purchased reading books that are linked to the phonics scheme we use in school - Floppy’s Phonics. These fiction and non-fiction books give children access to motivating and humorous decodable texts to engage them in reading and help their fluency develop.
Click on the link below to hear how we pronounce the sounds correctly
Phonics: How to pronounce pure sounds | Oxford Owl
Guided Reading
All children take part in Guided reading sessions. Children in Key Stage One and Reception use texts linked to the code they have been learning in phonics lessons.
Children in Key Stage Two take part in whole class guided reading with a focus on comprehension using 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.