Reading consists of 2 main aspects: word reading and comprehension. Word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the recognition of familiar printed words. Underlying both is the understanding that the letters on the page represent the sounds in spoken words.
Good comprehension draws from knowledge of vocabulary and grammar and our knowledge of the world. The children develop their comprehension skills through discussions with teachers and peers, as well as reading and discussing a range of quality texts. Pupils are encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world they live in, to establish an appreciation and love of reading and to gain knowledge across the curriculum.
Our aim is to ensure that, by the end primary education, all our children are able to read fluently and with confidence.
We follow a variety of different reading schemes such as: Oxford Reading Tree, Project X, Pearson and Ginn, Badger Learning and Pandora Books.
At Dallas Road we try to develop the children’s love of books through widespread reading for enjoyment as well as for retrieving information and building up knowledge. This enables children to:
At Dallas Road, we teach whole class guided reading from Year 1 to Year 6. These sessions focus on a range of different reading skills (VIPERS) enabling the children to explore high quality texts in detail and develop their vocabulary and comprehension. In addition to our whole class guided reading lessons, we also enjoy reading 1:1 with every child throughout the week- working on a band that suitably challenges them. Our children in the Foundation Stage take part in small group guided reading sessions as well as 1:1 reading.
All children are encouraged to read widely (both fiction and non-fiction) to establish an appreciation and love of reading, and to gain knowledge and understanding across the curriculum through the following steps:
VIPERS AT DALLAS ROAD
Reading VIPERS are our way of supporting children in developing their reading comprehension skills. All children will be working on VIPERS during class reading, whether it is whole class guided reading, in a small group or one-to-one with an adult. It would be fantastic if parents/ carers could also be referring to VIPERS when they listen to their child/children read at home.
This poster is displayed in all classrooms. Up to the end of Year 2, the ‘S’ stands for ‘Sequence’. Once children move into Year 3, the ‘S’ stands for ‘Summarise’ which is a more demanding skill. If we ensure that children are competent in all of these reading skills, we are covering all of the National Curriculum requirements and enabling them to be strong, confident readers. This acronym is just a simple way of helping children and parents to identify and remember what these vital skills are.
Over each half term, we will enjoy reading and analysing our class novels. In addition to this, we will be looking at a range of other genres during the half term as well.
VIPERS can be used on any text a child is reading, as well as on pictures, picture books and even films! When any adult is listening to a child read, all they have to do is think of questions about the book/ picture or film that cover the VIPERS skills. There are some great examples below of how you can create your own questions using the following question openers. Note that the example question starters are different for EYFS to Year 2 and for Years 3-6.