At Much Marcle we follow the Oxford Reading Tree for reading and our children are given the opportunity to develop their own personal love of reading through a range of high quality fiction and non-fiction books. Children are regularly assessed in reading and are moved through the reading levels based on their reading word level, fluency and comprehension. In reception and KS1 we encourage the children to engage with a text three times. The first read is to decode, second read is to develop fluency and the third read is for comprehension. Parents are given comprehension question to support with reading at home.

Our children are encouraged to challenge themselves with their choice of material and to discuss books. Whole class, shared reading forms an integral part of the day and is an opportunity for children to listen to and engage with books from a diverse range of award winning authors and cultures, modelled with excellence by skilled staff.

In Key Stage 1, high quality, one-to-one reading sessions are used weekly to develop word recognition, fluency and understanding. All children in KS1 and KS2 have a reading diary that teachers and parents write in to help create a clear link between home and school. 

At Much Marcle, we use the acronym VIPERS to aid the recall of the 6 reading domains as part of the National Curriculum. VIPERS stands for:

Vocabulary

Inference

Prediction

Explanation

Retrieval

Summarise

By using the VIPERS acronym, we ensure that teachers ask, and students are familiar with a range of comprehension questions. They allow teachers to track the type of questions asked and the children’s responses to these which allows for targeted questioning.

This is what it looks like:

Reception and KS1

Word reading:

• High quality texts are chosen linked to topics, where possible for whole class teaching

• Children have access to the RWI book they are currently reading in school to encourage fluency and comprehension.

• Alongside the RWI book, children will receive a Book Bag book based on the sounds the children have learned to encourage wider reading.

• Half-termly RWI assessments to group the children

Language comprehension:

•We decide the books that are enjoyable to read to children.

We select:

• Stories that elicit a response: curiosity, anger, anxiety, excitement, amusement

• Non-fiction either connected with something that we are teaching or something the children might be interested in

•We make sure we have read books ourselves before reading it to the children so that we share our excitement with the children and children are excited about the text

•We read stories to children with love, confidence and enjoyment. All language comprehension skills are objective based taken from whole school progression of skills

•Explicit reading comprehension sessions happen in Year 1 and 2

KS2- Reading Champions

Word reading:

• High quality texts are chosen linked to topics, where possible, so as to provide more meaningful learning

• Oxford Reading Tree books are stored in a central location for children to choose 1 levelled book to ensure progress and 1 wider reading book of choice to enthuse a love of reading

•Children read out loud in class do that the class teacher can monitor progress.

Language comprehension:

• All language comprehension skills are objective based and taken from the whole school progression of skills

• We talk to children about what they are reading and engage them in conversation about characters, plots, themes, etc. We then promote similar authors and books by the same author

Reading Champions

Key Stage two have a reading champions Ethos they follow a five-day plan focusing on key comprehension skills.

Day	Lesson Focus	Structure
Monday	Vocabulary & Teacher Reading	Introduce new vocabulary  (4 – 5 words maximum) Match words to their meaning/synonyms/pictures. Practice using the words orally in sentences. Introduce the text – teacher reading aloud – stopping to discuss language patterns and ideas, thinking out loud about the content of the text, commenting on an unexpected plot twist, sharing a key piece of knowledge, for example briefly explaining the historical context to an event. Teacher modelling reading with expression
Tuesday	Teacher Modelling  (create a mental model) & Questioning	Teacher might model how ideas in the text and ideas from pupils’ background knowledge are combined to make meaning. Show to how to decode the unfamiliar word and then explain its meaning Comment on and consider the impact of specific words or phrases Model how a skilled reader fills in the gaps as they read.
Wednesday	Pupils Reading	Recap on vocabulary Children reading in pairs taking it in turn to read a sentence, paragraph, page or whole text to each other. Children who read at the same level might share a text or more fluent readers might read to those who are less fluent. Children need to be clear on what their role is especially when listening. For example, are they listening to offer feedback on their partner’s reading or concentrating on the meaning of the text?
Thursday	Modelling Comprehension skill	Teacher models by thinking out loud, highlighting key information in the text, skimming and scanning etc. Children work in pairs, or small group, to answer questions
Friday	Focus questions and VIPERS	Discuss answers as a class Share good examples

How do we support in reading?

• Use of coloured overlays / paper for preferences

• Fred talk for decoding

• In Reception / KS1 Read, write inc assessments group children accordingly

• We use teacher and self-assessment to quickly identify any child who requires additional support, then a daily reader list is put in place.

 For children who require intervention in addition to main class teaching:

•Children are assessed on entry point

• Clear expectations are highlighted for end of intervention

• Small group / 1:1 adult support then put into place

• Nessy

How do we challenge?

• Read, Write, Inc assessments ensure children are accurately grouped

• Assessments ensure children are at appropriate level

• Greater depth children in KS1 make links between the book they are reading and other books they have read

• Greater depth children in Year 6 have opportunities to work in small groups with a teacher to further challenge their reasoning and comprehension