​In reading, Year 6 have been focusing on the VIPERS skills. The children in Year 6 have centered much of their reading around Alex Rider: Stormbreaker. The children have regularly completed speed reads to develop their fluency and to have the opportunity to explore a wide range of texts. We have focused on writing answers that begin with a stem sentence starter and uses the information from within the text to provide an accurate answer.

In the first half term, we have looked at non-fiction texts. Team LF have read ‘The Highwayman’ poem and started Bram Stoker’s ‘Dracula’. From this, we have used our VIPERS skills to ensure we understand what we are reading, analyse the text and answer a range of questions about it. We have focussed on ensuring we are familiar with the language used within the texts and used scanning techniques to retrieve information. We have also begun to look at inference and used the ‘Point, Evidence, Point, Evidence’ technique to structure our answers. When reading as a class, we have focussed on intonation, expression and taking note of punctuation to ensure we are fluent in our reading, further supporting our understanding of the texts.

In reading, Team DB have been working really hard, looking in detail at the vocabulary and retrieval aspects of our key VIPERS focus. We have been looking at the genre ‘Horror’, and the impact that these types of stories can have on the reader. This linked well with our topic about Whitby, as our class text is ‘Dracula’. The children have spent time unpicking the text, looking deeper at the vocabulary, participating in Quiz, Quiz, Trade sessions - enabling them to build their understanding of new vocabulary and to use this in context, in particular within their writing. The class have begun to develop their skills and understanding about intonation and expression and have embraced using echo reading to share this with each other, having lots of fun along the way. Our comprehension based learning has been concentrating on using retrieval skills and how to locate information in the text to form an answer.

​In reading, Team JD have worked really hard to analyse fiction texts. We have linked our reading to our topic of Wombwell and Whitby and used the fictional text of Bram Stoker’s Dracula to support our understanding in this area. Vocabulary and retrieval have been our key VIPERS focus throughout this half term. As a class, we have spent time every week analysing Dracula and other related texts. Using images and actions, we have developed an understanding of unfamiliar words, allowing children to explain the meaning of new words and use them in context. We have then built upon our fluency skills through choral reads and echo reading led by the class teacher. Team JD can explain what expression and intonation are and they are beginning to successfully model this in their own reading. During the last part of our week, we have concentrated on retrieval-based comprehension questions in which the children have developed a clear procedure for scanning for and locating information; reading the question, identifying key information, skim/scan for the target language, re-read the question and ultimately form a successful answer.

In reading, Team CB have worked really hard to unpick non-fiction texts. We have linked our reading to our topic of Mountains and Rivers and used the non-fiction texts we have selected to support our understanding of this area. Vocabulary and retrieval have been our key VIPERS focus. The class have spent time each week unpicking texts and using images and actions to develop an understanding of unfamiliar words, enabling them to use these in context and explain their meaning. We have then built upon our fluency skills through choral reads and echo reading. The class can explain what expression and intonation is and are beginning to effectively model this in their own reading. During the latter part of our weeks, we have concentrated on retrieval based comprehension questions where the children have developed a clear procedure for locating information – Read the question, identify key information, skim/scan for target language, re-read the question and form an answer.

This half term, Team AC have been working really hard in their reading. Some of our children have been spending time consolidating their learning from Read Write Inc and have been showing a real enthusiasm for this. They have shown a real eagerness to Fred talk and read words through their growing phonic knowledge. Some of the class have been working more on developing their reading comprehension skills through work on non-fiction texts linked to our Geography topic. Vocabulary work has supported children in understanding texts and completing comprehension based questions linked to retrieval. 

This half term Team JF have been incredibly busy working hard on their reading skills. The class have been working hard to follow the Read Write Inc programme to support children to become confident and independent readers and writers. We have worked hard to learn different phonemes, digraphs and split digraphs followed by Fred Talk and reading words with the support of Fred the frog. ​

This half term Team CH have been incredibly busy working hard on their reading skills. The class have been working hard to follow the Read Write Inc programme to support children to become confident and independent readers and writers. We have worked hard to learn different phonemes, digraphs and split digraphs followed by Fred Talk and reading words with the support of Fred the frog. 

​In reading this half term, Team EO have had a heavy focus on phonics - learning to read the letters by saying the correct sound. Children have spent time consolidating previously taught sounds and learning new sounds in their groups. We have spent time learning to read green word cards by doing ‘Fred Talk, Read the Word’, ‘Fred in Your Head’ and then reading the words speedily. Some of us have also been trying to read tricky red words! 

In reading and writing this half term the children in Team CW have started the Read Write Inc programme. They are now familiar with Fred the frog and have been practicing lots of Fred talk to help develop their skills in blending for reading and spelling. We have shared stories based on our class themes and the children have been encouraged to mark make and write around these themes. A few of our favourite books have been The Little Red Hen, The Tiger Who Came to Tea and The Rainbow Fish . ​