In reading this half term, Year 6 have focused on developing their stamina and fluency, with regular opportunities to read longer and more challenging texts independently and aloud. They have explored how authors give an impression of a character through what is implied rather than directly stated, encouraging pupils to make careful inferences using evidence from the text. Children have also worked on being accurate and precise in their retrieval skills, ensuring answers are supported by relevant details. In addition, they have placed a strong emphasis on understanding new and ambitious vocabulary, using context clues and discussion to deepen comprehension and broaden pupils’ language knowledge.

In reading during Autumn 2, Team DB's main focus was the text 'Street Child' by Bertie Doherty. The class also investigated non-fiction texts, about the Victorian era to aid them with understanding more about the genre around their class text for the half term. They have continued with developing their Tier 2 vocabulary knowledge as well as text marking to help them with fluency when reading silently or aloud. Team DB have also continued to coach each other when practicing MTYT, to enable them all to become fluent readers. 

This half term, Team JD have ventured into the dark and mysterious world of Dracula. The class has been captivated by the chilling tale, exploring its gothic themes and atmospheric settings. In reading, Team JD explored a range of fiction, non-fiction, and poetry to deepen their understanding of Dracula and its themes. They used text-marking strategies to build fluency, practiced expressive reading through ‘My Turn, Your Turn,’ and strengthened comprehension by answering questions thoughtfully with modelled responses and practical tasks.

In reading lessons this half term, Team LF have worked incredibly hard to explore a wide range of texts that support their whole-class text driver, Varjak Paw, written by SF Said. They have studied fiction and non-fiction texts, all of which have helped to develop and strengthen their writing outcomes. Within their vocabulary lessons, Team LF expanded their knowledge of Tier 2 language linked to their weekly text and used text marking strategies to develop fluency. When reading with a partner, the children used MTYT and focussed on using pauses and emphasis appropriately. Further to this, they have also developed their comprehension skills by analysing and annotating texts and participating in practical tasks in order to answer comprehension style questions linked to VIPERS.  

In reading, Team CB have worked really hard to unpick a range of texts which support our whole class text driver Charlotte’s Web. We have studied fiction, non-fiction and poetry, all which have supported our writing outcomes. The children have explored Tier 2 vocabulary linked to each text and then used text marking to support their ability to read fluently. After identifying where pauses or emphasis is applied in the reading, children have used MTYT strategies with their partner to read the text as it should sound. We have also spent time unpicking the text to focus on forming modelled responses to comprehension questions as part of our active read lessons. We have further developed our understanding of these skills through practical comprehension tasks.

In the latter Autumn half term, some Team JF children have continued to develop their phonics skills through the Read Write Inc. programme. They have been revisiting and securing set 2 and set 3 sounds to support fluent and accurate reading. The children have practised reading longer and more complex words, using Fred Talk to help them decode unfamiliar vocabulary. They have also focused on spelling words correctly and applying their phonics knowledge in sentence writing. Regular reading of RWI texts has helped the children improve their fluency, expression, and comprehension. Overall, the children have grown in confidence as independent readers and writers.