English - Reading. 

At St. Paul’s, we believe that the exposure of children’s literature within the primary school setting is vital as a rich context for learning; not only within English as a subject but to support building a reading culture throughout the school. We aim to use high quality texts as a means of developing the spoken language requirements through debate, drama and discussion using the issues raised through, and within, the text.

By placing books at the core of our English curriculum, we are allowing teachers to use the text as the context for the requirements of the national curriculum. We believe that a context for learning is vital – and this is where our chosen approach can support teachers with ensuring that objectives for reading and writing, including those for grammar can have purpose. We will always aim for our writing opportunities to be meaningful, whether short or long and that the audience is clear. Books offer this opportunity: our final aim would be that children have real reasons to write, whether to explain, persuade, inform or instruct and that where possible, this can be embedded within text or linked to a curriculum area. Writing in role using a range of genres is key to our approach as is writing a critique of the text and making comparisons. Our expectations for writing ensure that by the end of their primary education, all pupils can write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.

 

Phonics:

  • Daily teaching opportunities in EY and KS1 that follows a scheme of work that addresses current capabilities and provides challenge (Letters and Sounds)
  • Teaching from staff who have received up to date training and are equipped with the necessary tools to deliver a quality curriculum
  • Phonics sessions where pupils learn new phonemes, improve their ability to segment and blend sounds, and their ability to apply this knowledge into their reading and writing
  • A scheme of work where pupils learn the 44 common sounds in the English language and are taught how to blend sounds and decode words
  • Small and focussed group teaching to target children’s specific next steps
  • Movement across pupil groups to better address children’s current attainment
  • Targeted intervention for those who have not yet passed the Phonics Screening Test in Year 2 and Year 3

 

Reading:

  • Immersing the pupils in quality texts in all aspects of the curriculum – including English, History/Geography, Science, Art, D&T, RE and music.
  • Teaching Reading in discrete sessions using the VIPERS approach. This is an acronym for the six domains of Reading – this involves a focus on Vocabulary, Inference, Prediction, Explanation, Retrieval, Summary.
  • Focus on developing pupil vocabulary by promoting
  • Whole class reading is the method used to teach individual children to become equipped and ready to answer a variety of comprehension questions. Children are explicitly taught the skills of reading (outlined in the National Curriculum and the KS1 and KS2 test domains).

 

Key Stage 1

In Key Stage One children reading skills are taught and practised using the VIPERS during whole class reading sessions.

KS1 Content Domain Reference

VIPER

1a draw on knowledge of vocabulary to understand texts

Vocabulary

1b identify/ explain key aspects of fiction and non-fiction, such as characters, events, titles and information.

Retrieve

1c identify and explain the sequences of events in texts

Sequence

1d make inferences from the text

Infer

1e predict what might happen on the basis of what has been read so far

Predict

 

Key Stage 2

In Key Stage Two children reading skills are taught and practised using VIPERS during whole class reading sessions.

KS2 Content Domain Reference

VIPER

2a Give/explain the meaning of words in context

Vocabulary

2b retrieve and record information/ identify key details from fiction and non/fiction

Retrieve

2c summarise main ideas from more than one paragraph

Summarise

2d make inferences from the text/ explain and justify inferences with evidence from the text

Infer

2e predict what might happen from details stated or implied

Predict

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

Explain