“To Develop A Love Of Reading”
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We are passionate about reading at Holt Farm Junior School.
We believe that being able to read is the backbone of education across all subjects as it significantly impacts one’s success in school and beyond. Reading provides endless opportunities for children to explore a wealth of worlds which exceed their own experience. It can take children into the past where they can harness an additional love of history, span countries and continents which can help develop an understanding of the geographical world and even into the future and imagined worlds which help to create a love of critical and creative thinking. The power of reading is incredible and, as a school, our desire is for children to be able to understand and take advantage of all the benefits and enjoyment reading offers. We wish to develop everyone’s attitudes towards reading as a positive and exciting experience that can be shared with friends and family. We aim for every child to harness a love of reading where they think of themselves as a reader and enjoy listening to and discussing the written word within the community. We wish for our community of readers to share and enjoy their critical and creative thinking skills which develop through this incredible past time.
We teach reading in a variety of ways at Holt Farm Junior School; this includes but is not limited to whole class teaching, close text analysis, picture inference, systematic synthetic phonics teaching, shared, peer and 1:1 reading. Furthermore, all classes have high quality texts read to them throughout the year.
Reading to the Children
Our goal is to motivate children to want to read so they will practice reading independently and become fluent readers. That happens when children enjoy reading, so we advertise the subject by reading great stories and poems. Throughout every day, class teachers will read and share high quality texts at a level which is slightly beyond their reading age. This ensures that we continue to develop their vocabulary and understanding of characters and plot beyond their reading level. It also gives them access to worlds and experiences different to their own.
At Holt Farm Junior School, Reading VIPERS are used to support children with their reading comprehension skills. VIPERS are a range of reading prompts based on the 2016 reading Content Domain Areas (CDAs) found in the National Curriculum Test Framework. Each classroom will have the Reading VIPERS displayed in the reading area of their classroom and the class teacher will make explicit links to the skill the children will be learning about. This gives all children across the school a common language to discuss their reading knowledge and understanding.
All children will be working on VIPERS during class reading, whether it is reading as a class, in a small group, or one-to-one with an adult. It would be fantastic if parents could also be referring to VIPERS when they listen to their child read at home. All children are given a VIPERS bookmark which has a range of question prompts based on each reading skill. Children and parents can use this to help ask in-depth questions. If your child loses or needs a new bookmark, please let your teacher know.
During reading sessions, children will be reading a class book which correlates with themes taught throughout each half-term’s topic - these books will change every half-term. Children will focus on a series of reading activities based from these books which focus on the content domain areas. Sometimes these reading sessions may focus on all of the content domains at once and some sessions will also focus purely on one specific domain. Children will have one session a week where inference skills are taught purely based on a picture(s) where opportunities are given to discuss: what they see; the significance of specific objects or expressions; and discuss what could have led up to the moment we see in the picture. Children will be given at least one thirty-minute free reading session a week where they are encouraged to read their own or a school book for pleasure. This is to ensure children have the opportunity to develop their love of reading without the constraints of a comprehension question-and-answer style in other sessions. Children will be listened to by an adult every week in a small group setting. Additionally, children will be listened to by an adult on a 1-1 basis at least once every two weeks, with follow up comprehension and vocabulary tasks. The sessions are organised as follows:
Developing Readers (Year 3)
Upon entry in the Autumn term, Year 3s are assessed on their Systematic Synthetic Phonics (SSP) knowledge. Children are put into ability groups based on their needs and are reviewed continuously (see SSP section for more information). During this time, VIPERS skills are taught in some English lessons and in some instances, in additional reading sessions so all children are introduced to the VIPERS style. For those children who do not need additional phonics support, they will follow VIPERS sessions upon entry in their ability group. As the school year continues, more Year 3 children will be having daily VIPERS sessions and less will be having phonics sessions. In the VIPERS sessions, children will complete two reading tasks each week, with adult support time with both the teacher and teaching assistant, which require a written response and focus upon comprehension using the VIPERS approach. The evidence from these sessions will be collected to inform next steps. Children will also have one session in which they are able to read for pleasure, one session where they have a discussion about a picture(s) and one SSP session where the children continue to develop and maintain their phonics skills.
Fluent Readers (Year 4, Year 5, Year 6)
The children will have five sessions throughout the week, which they will rotate around. Two of the sessions will be VIPERS reading domain questions based on the class text. This will have the dual purpose of children reading and absorbing the text, as well as orally rehearsing answers to key questions linked to a VIPERS focus. They will then work with a teacher to discuss the key questions and unknown vocabulary that has arisen from their reading. One session will be picture inference based and there will be one session where children will free read. The fifth and final session is an opportunity for children to revisit particular learning from any of the previous sessions within the week and will change weekly based on children’s needs. It could be an additional VIPERS, picture inference, free reading or even an assessment session.
VIPERS can be used on any text that a child is reading, as well as on pictures, picture books and films. When any adult is listening to a child read, all they have to do is think of questions about the book/picture/film that cover all of the VIPERS, and there are great examples below of how you can create your own questions using the following question openers.
Systematic Synthetic Phonics (SSP)
All children’s phonics ability is assessed when they join us in Year 3 and are put into ability groups to reflect their needs. Read, Write, Inc. is the main phonics scheme followed and children are continuously assessed on their understanding. For those identified as needing additional support, Lexia interventions are offered where children receive individualised and teacher-directed personalised learning through adaptive and engaging online activities. Children are able to access this at home to further enhance their learning. For those children who do not need additional phonics support upon entry follow the VIPERS sessions in their ability groups.
Marking & Feedback
Feedback and marking should be completed, where possible, within the lesson. All marking and feedback is given in line with our marking and feedback policy where successes are highlighted and next steps provided for children to action.
Teachers will use their professional judgement to determine whether a child is working within age-related expectations, above or below at the end of each half-term. They will base their judgements on Target Tracker statements such as how well a child is reading phonetically, changes of intonation to reflect the mood of what is being said, discussion based on what has been read, and verbal and written answers based on VIPERS. In addition to the aforementioned formative assessment, there will also be a range of summative assessments which will be conducted through NFER and other tests each half-term. The two of these combined will be used to officially assess children and identify next steps.
Pupils will enjoy reading and will be inspired by fiction and non-fiction across the curriculum.
· Pupils will have a wide vocabulary and learn new literary devices that they use within their own speech and writing.
· Pupils of all abilities will be challenged so that they can achieve not only a good reading and comprehension level, but also a deeper understanding of literary devices authors use across all genres.
· Pupils will leave school with a wealth of high level vocabulary and an appreciation for books.
· Parents and carers will have a good understanding of how they can support reading at home, and contribute regularly to homework
· The % of pupils working at ARE within each year group will be at least in line with national averages.
· The % of pupils working at Greater Depth within each year group will be at least in line with national averages
· There will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged).