At Cronton, reading is a priority and encouraging and ensuring a love of reading is at the core of everything. All pupils deserve a rich curriculum which encourages extensive reading of whole books and other types of text and poetry. Reading is a core part of every pupil’s educational entitlement, whatever their background or attainment, because extensive reading and exposure to a broad range of texts contribute widely to each pupil’s educational achievement. Our intent is for all pupils to be confident, competent readers, appropriate to age related expectations, and be able to access a range of reading strategies. All pupils will have the opportunity to develop their spoken and written vocabulary, across the curriculum through exposure to quality texts.
'Through reading, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know.'
NATIONAL CURRICULUM IN ENGLAND: ENGLISH PROGRAMMES OF STUDY
Our motto is:
Everyone is a reader:
Everyone wants to read,
Everyone can read.
Vipers is a range of reading prompts based on the 2016 reading content domains found in the National Curriculum Test Framework documents which can be found online
here: https://www.gov.uk/government/publications/keystage- 2-english-reading-test-framework
What are Vipers?
VIPERS is an anagram to aid the recall of the 6 reading domains as part of the UK’s reading curriculum. They are the key areas which we feel children need to know and understand in order to improve their comprehension of texts.
VIPERS stands for:
The 6 domains focus on the comprehension aspect of reading and not the mechanics: decoding and fluency etc. As such, VIPERS is not a reading scheme but rather a method of ensuring that teachers ask, and students are familiar with, a range of questions. They allow the teacher to track the type of questions asked and the children’s responses to these which allows for targeted questioning afterwards.
Key Stage 1
In Key Stage One children reading skills are taught and practised using the VIPERS during whole class reading sessions.
|KS1 Content Domain Reference||VIPER|
|1a draw on knowledge of vocabulary to understand texts||Vocabulary|
|1b identify/ explain key aspects of fiction and non-fiction, such as characters, events, titles and information.||Retrieve|
|1c identify and explain the sequences of events in texts||Sequence|
|1d make inferences from the text||Infer|
|1e predict what might happen on the basis of what has been read so far||Predict|
Key Stage 2
In Key Stage Two children reading skills are taught and practised using VIPERS during whole class reading sessions.
|KS2 Content Domain Reference||VIPER|
|2a Give/explain the meaning of words in context||Vocabulary|
|2b retrieve and record information/ identify key details from fiction and non/fiction||Retrieve|
|2c summarise main ideas from more than one paragraph||Summarise|
|2d make inferences from the text/ explain and justify inferences with evidence from the text||Infer|
|2e predict what might happen from details stated or implied||Predict|
|2f identify/explain how information/ narrative content is related and contributes to meaning as a whole||Explain|
|2g identify/explain how meaning is enhanced through choice of words and phrases||Explain|
|2h make comparisons within a text||Explain|
Cronton's Whole Class Reading Book Overview
Please take a look at the books each class will read and enjoy during each year group. We have a variety of books for fiction, non fiction and poetry to enjoy each year.
CRONTON’S TOP TEN
These are Cronton’s top ten reads for each class.
Choosing books to read aloud to children and for them to enjoy
The decisions we make about how we educate our children are rooted in our beliefs and attitudes. The challenge is to reflect them in the stories and non-fiction children listen to and, later, in what they read for themselves.
Literature is probably the most powerful medium through which children have a chance to inhabit the lives of those who are like them. All children need to imagine themselves as the main protagonist in a story: celebrating a birthday, going shopping, being ill, having a tantrum, having their hair cut, worrying about a new sibling, being the superhero, going camping, visiting the seaside and having adventures.
Children also need to learn about the lives of those whose experiences and perspectives differ from their own. Choosing stories and non-fiction that explore such differences begins to break down a sense of otherness that often leads to division and prejudice.
The books have been chosen for their enjoyment, diversity and many aspects of our life in a multi-cultural and global community.