KEY STAGES

KS1 KS2

Reading

 

READING & PHONICS

 

At Andalusia Academy, we follow Letters and Sounds Phonics Programme from Year 1. In the programme, pupils learn sounds and the letters that represent these sounds as well as how to form the letters. The pupils then read books written using only the letters and sounds they have learnt. This gives the pupils plenty of early success and builds up their reading confidence.

 

At Andalusia Academy phonics is taught systematically daily to Year 2, teaching all of the common sounds in the English language. We help pupils to recognise the sounds and then 'blend' them into words for reading e.g. sounding out c - a – t then leads to being able to blend these sounds together in order to read words. In doing so, pupils become  confident speakers, fluent readers leading to willing writers.know a word" - Ffion White

 

Teaching Reading in Year 2-6

From the summer term of Year 1 to Year 6, we use whole class guided reading using ‘VIPERS’ questions to teach reading. The children have a daily reading lesson where they study an age-appropriate text and answer focussed questions. These VIPERS skills are in line with the National Curriculum. We use the Wordsmith scheme to support language rich texts that stretch and develop the pupils vocabulary and emersion in high quality genres.

 

Below is an outline of our VIPERS questions. These question examples can be found under the ‘Letters’ section on your child’s year group page to help you with questioning reading at home.

 

- Vocabulary questions involve:

·    Can you think of a synonym for…?

·    Look at the whole sentence; what do you think … means?

·    What do the words … and … suggest about the character/mood?

·    Find and copy a word that means…?

 

- Inference involves using authorial clues to deduce meaning. Questions include:

·    What impression do you get of… in this paragraph?

·    Who is telling the story?

·     How do you think … is feeling in this section of the story?

 

- Prediction involves ‘guessing’ what might happen based on clues that you are given. The questions include:

·    Look at the cover of the story. What do you think it might be about?

·    What do you think will happen next?

 

- Explanation questions include:

·    Why is the text arranged this way?

·    What structure has the author used?

·    What is the purpose of this text feature?

·    What is the author’s point of view?

 

 - Retrieve skills involve children finding the information from the text.

·    How did…?

·    How often did…?

·    What happened to…?

·    Give one example of…?

 

- Summarising involves the children sequencing events in order, summarising the key points of the text or even using a certain amount of words to sum up the main events. Questions include:

·    Can you number these events from 1-5 in the order that they happen?

·    What was the first thing that happened in the story?

·    Can you summarise in one sentence the beginning/middle/end of the story?

·    In what order do these chapter headings come in the story?

 

 These question stems help to develop comprehension (understanding of the text).



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