The Reading Implementation At School - How we teach what we teach
Learning to Read: phonics implementation EYFS/KS1
We follow a systematic approach to teaching phonics, using the Little Wandle Letters and Sounds Revised programme.
Through this rigorous and consistent approach, each grapheme is introduced clearly and a focus is placed on blending to read and segmenting to spell. This provides children with the skills they need to begin to read words, captions and whole sentences as soon as possible. The teaching of phonics begins in Reception, and teaching continues daily to at least the point where children can read almost all words fluently. ‘Keep up’ sessions are used for pupils who need more support in consolidating their phonics knowledge.
In Reception and Year 1, children practise reading using decodable books that are closely matched to their developing phonic knowledge. Our children often reread the same text multiple times to develop their comprehension and fluency which includes their accuracy, automaticity (rapid recall of whole known words) and prosody (reading with expression). Alongside their independent reading of decodable books, our youngest pupils have daily story time and share books across the curriculum to ensure they develop a true love of reading.
On our class pages for Nursery and Reception you will see the way we map out the teaching of the curriculum through high quality texts. We aim for children to be immersed in at least 50 rich texts in Nursery and 50 in Reception. We believe that a good understanding of books and their vocabulary will hold them in good stead for their future learning.
Developing reading skills
As soon as children master the alphabetic code and can read fluently then, in Year 2, if and when pupils are ready, we begin to use the VIPERS (Vocabulary, Inference, Prediction, Explanation, Retrieval and Sequencing) model of teaching both in whole class and small group reading sessions. These sessions last for half an hour each day, 4 times a week. Children are also heard read by an adult each week, using the phonics books and a book from the school banded reading scheme.
Once children become fluent readers, a wider range of reading material is provided to enable high quality discussions about content, broaden their vocabulary and develop confidence. The VIPERS structure continues in KS2, where whole class guided reading and small group, teacher-led groups develop comprehension skills. These session last for half an hour each day (3 sessions a week). We also have an additional longer reading session linking in with the VIPERS work where we work to make the link between writing and reading.
KS 2 pupils who need more support in developing their reading skills receive intervention on an individual or small group basis if they are not ready for whole class reading, or need support in addition to whole class reading.
Class readers are used as stimulus for writing, and are also shared in our daily story time sessions. The texts are mapped out across 2 years to link to topics, and are sometimes also used as part of the whole class reading sessions. They are carefully chosen to ensure all children have a rich reading diet of a variety of authors and narratives.
Story time happens in every year group, to ensure the children are read to everyday and share, discuss and enjoy the endless possibilities of books.
Reading to Learn
As pupils develop their reading skills, it helps them to read to learn about other subjects in the curriculum. Opportunities for reading are a key part of our English and foundation subjects lessons. Our history and geography topics are tied into our English curriculum each term and the teaching and expectation of reading is a key skill in all curriculum areas.
- Progression in Reading Year 1.pdf
- Progression in Reading Year 2.pdf
- Progression in Reading Year 3.pdf
- Progression in Reading Year 4.pdf
- Progression in Reading Year 5.pdf
- Progression in Reading Year 6.pdf