Reading
As children move on from phonics-based texts, books are grouped into colour bands and focus more widely on reading comprehension skills. As a school, we follow the Oxford Levels and Book Band colours. Teachers will decide when children are ready to begin, and when to move through this scheme. Children read these books with members of staff in school and they will also be sent home to be read with parents. Children are assessed regularly on their comprehension skills and will move through colour banded levels at their own learning pace.
In addition to their colour banded book, children also take home a library book of choice each week. This is to promote a love of reading and encourage children to read books for their own pleasure. This book of choice is from a wide range of text types in the class library and may sit outside of their reading stage. We encourage families to share these books together with children and support where necessary.
From year 2 onwards, take part in regular guided reading sessions in which they will be taught reading skills and given the opportunity to practise these. For these sessions, a variety of stimuli, such as films, extracts and whole texts, are used to inspire pupils, capture their imagination and promote a lifelong love of reading.
These reading lessons focus on the VIPERS reading areas:
Key Stage One
| VIPER | Content Domain Reference |
| Vocabulary | 1a draw on knowledge of vocabulary to understand texts |
| Inference | 1d make inferences from the text |
| Prediction | 1e predict what might happen on the basis of what has been read so far |
| Retrieve | 1b identify/ explain key aspects of fiction and non-fiction, such as characters, events, titles and information. |
| Sequence | 1c identify and explain the sequences of events in texts |
| VIPER | Content Domain Reference |
| Vocabulary | 2a Give/explain the meaning of words in context |
| Inference | 2d make inferences from the text/ explain and justify inferences with evidence from the text |
| Predict | 2e predict what might happen from details stated or implied |
| Explain | 2f identify/explain how information/ narrative content is related and contributes to meaning as a whole |
| Explain | 2g identify/explain how meaning is enhanced through choice of words and phrases |
| Explain | 2h make comparisons within a text |
| Retrieve | 2b retrieve and record information/ identify key details from fiction and non/fiction |
| Summarise | 2c summarise main ideas from more than one paragraph |
In line with current educational research, we prioritize the teaching of vocabulary, which is taught weekly, to ensure children’s understanding of the English language develops as they begin to access more challenging texts.
In subsequent lessons, the children are taught a comprehension skill through oracy, shared discussions, role play and explicit instructions in order to develop a mastery of that skill. Children then apply their understanding of the skill into written answers based on a familiar text.
Here is an example of a typical teaching sequence:
| Monday | Tuesday | Wednesday | Thursday | Friday |
| Vocabulary Instruction | VIPERS | VIPERS | VIPERS | Whole Class Comprehension and Library Visit |
As pupils progress through the key stage, the level of challenge they face increases through the complexity of the texts they encounter.
Skylark Y1 Reading Overview
Skylark Y2 Reading Overview
Goldfinch Reading Overview
Swift Reading Overview
Try to read to your child every day. It’s a special time to snuggle up and enjoy a story. Stories matter and children love re-reading them and immersing themselves in them.
For more specific guidance about reading at home, you'll find more information in our 'Reading at Home' document below.
