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Can’t find what your looking for ?
Reading at River in Key Stage 1
At River children will learn to read with confidence, fluency and understanding, providing them with the skills required to achieve a lifetime of enjoyment through reading. Children read in school independently, with peers and as a shared class session. They listen to adults and other children read, taking part in paired reading and discussions with their own and other age groups.
During the Early Years, many activities take place which promote pre-reading skills. Children become aware of print in their environment and match pictures and words. Language comprehension is developed by talking and reading to the children. As children gain phonic knowledge they start the process of decoding.
Initially, as children learn to read, they are given a picture book without words, with the intention that they will share the book and take part in a conversation generated by the pictures. Gradually, as the child’s knowledge of letters and sounds develop they begin to phonetically decode words.
Our home reading books are organised into coloured book bands and include books from a range of schemes. Children will also bring a 'Monster Phonics' book home as this is the Systematic Synthetic Phonics program used. These phonically decodable books are chosen to link directly to children's current phonics knowledge and learning. Through both scheme books and ‘real’ (non-scheme) books, children are taught key comprehension skills using the VIPERS approach:
Find and explain the meaning of words in context.
Make and justify interpretations about characters and events using evidence from the text.
Predict what might happen from the details given and implied in a text.
Explain preferences, thoughts and opinions about a text.
Identify/explain how information/narrative content is related and contributes to the meaning as a whole. Identify/explain how meaning is enhanced through choice of words and phrases. Make comparisons within the text.
Retrieve and record key information/details from fiction and non-fiction texts.
Order the key events of a story in the correct sequence.
Summarise main ideas from more than one paragraph
Children are assessed regularly and move onto the next book band when their fluency and comprehension show that they are ready.
How you can help your child at home with reading.
Daily reading practice will help develop children’s decoding and comprehension skills, although it is not expected that they will read a whole book every night. Children may only read three or four pages, but will spend longer discussing their understanding of what they have read in order to progress in developing their comprehension skills. We would encourage children to read a variety of texts on a regular basis, even taking opportunities to note and read texts in their environment such as road signs, leaflets, information posters, newspapers etc. Please feel free to share these experiences in their home reading record and encourage them to share their opinions about the texts they have read.
Top tips for reading with your child.
1) CHOOSE A QUIET TIME
Set aside a quiet time with no distractions. 10 to 15 minutes is usually long enough.
2) MAKE READING ENJOYABLE
Make reading an enjoyable experience. Sit with your child. Try not to pressurise if he or she is
reluctant. If your child loses interest, then do something else.
3) MAINTAIN THE FLOW
If your child mispronounces a word do not interrupt immediately. Allow your child to self-correct, using their phonics skills. You can always discuss mis-pronounced word at the end of your reading time.
4) SUCCESS IS THE KEY
Until your child has built up his or her confidence, it is better to keep to easier books. Struggling
with a book with many unknown words is pointless because the flow is lost, the text cannot be
understood, and children can easily become reluctant readers.
5) VISIT THE LIBRARY
Encourage your child to use the public library regularly. Remember our school library is open after school
6) REGULAR PRACTICE
Try to read with your child every day. Little and often is best.
7) COMMUNICATE WITH THE SCHOOL
Your child has a reading record book and we would love to hear the children’s opinions of the texts they read and their progress.
8) TALK ABOUT THE BOOKS
There is more to being a good reader than just being able to read the words accurately. Being able to
understand what has been read is just as important. Always talk to your child about the book; about
the pictures, the characters, how they think the story will end, their favourite part. You will then be
able to see how well they have understood and you will help them to develop good comprehension
9) VARIETY IS IMPORTANT
Remember that children need to experience a variety of reading materials eg. picture books,
hardbacks, comics, magazines, poems, recipes, instructions and information books.
10) RE-READING BOOKS
Re-reading books is encouraged to support children in applying their phonics skills and in order to develop reading fluency
Please see some question stems below, in the VIPERS style we use in school, that you can use to question your child when reading together at home.
• What does the word ………. mean in this sentence?
• Find and copy a word which means.
• What does this word or phrase tell you about ………?
• Which word in this section do you think is the most important? Why?
• Which of the words best describes the character/setting/mood etc?
• Can you think of any other words the author could have used to describe this?
• Why do you think ………. is repeated in this section?
• Why was……. feeling……..?
• Why did ………… happen?
• Why did ………. say ……….?
• Can you explain why……….?
• What do you think the author intended when they
• How does ………. make you feel?
Look at the book cover/blurb – what do you think this
book will be about?
• What do you think will happen next? What makes you
• How does the choice of character or setting affect what
will happen next?
• What is happening? What do you think happened
before? What do you think will happen after? What do you think?
• Who is your favourite character? Why?
• Why do you think all the main characters are girls in this book?
• Would you like to live in this setting? Why/why not?
• Is there anything you would change about this story?
• Do you like this text? What do you like about it?
Can you number these events 1-5 in the order that they
• What happened after …….?
• What was the first thing that happened in the story?
• Can you summarise in a sentence the opening/middle/end of the story?
• In what order do these chapter headings come in the story?