"To unite all the elements of the English language to inspire confident, competent and creative  communicators, writers and readers."

At Chestnuts we aim to ensure coverage of the National Curriculum for Reading throughout Key Stage 1 and 2, ensuring that children are exposed to a range of different text types encompassing fiction, non-fiction and poetry. This helps broaden children’s reading exposure, and allows them to experience a wider scope of different authorial styles, text structures and themes within texts.

As a school we focus on the themes and conventions of texts to create an environment where children feel confident discussing and analysing the deeper meanings and purposes behind texts. The aim is that children progress in their understanding of writer’s choices and the messages in their writing, so that they are better able to answer inference and evaluation as they progress throughout the school.

Daily teaching of Reading 

During Reception and Year 1 the children will have a daily phonics session where they will be working through our Phonics scheme of work. Children in these year groups are also read with regularly by adults in the school to improve their decoding and comprehension skills. As well as this, Literacy lessons in Reception and Year 1 are based on a text that the children immerse themselves in, with opportunities for exploration, art, drama and writing based around this.

When the children enter Year 2 and they become more fluent readers, the class planning follows the same format as the rest of the school.

In Years 2 -6 we teach reading using two sessions:

  • One morning session covering a range of fiction, non-fiction and poetry text types. This will be planned in units that
    will last from 1 – 4 weeks each and will incorporate the VIPERS framework and Jane Blakey’s consultation on mining
    texts for themes and stylistic devices.
  • An afternoon session reading a class book. This is a longer fiction text which lasts the term and gives children the
    opportunity to experience longer narratives. Responses for this are verbal and discussion based so that children can
    focus on enjoying the text without too much stopping and starting.
  • We  use the VIPERS framework throughout the school to generate Learning Objectives for our lessons. Children are familiar with the 6 key skills required of them to demonstrate they can comprehend and respond to texts in an age appropriate manner. The 6 vipers, (vocabulary, inference, predict, explain, retrieve and summarise) will encompass all Key Performance Indicators for each year group as set out in the National Curriculum for Reading.
  • As well as this, each unit will include the three complex tasks of performance, analysis and creative writing outlined in Jane Blakey’s consultation.

By following a consistent, central approach to reading, children  become familiar with the structure of how reading is taught at Chestnuts, and are able to demonstrate how their learning builds on previous year groups, and how it is preparing them for future learning.

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