English - Reading

Reading is at the heart of the curriculum at Godley. Throughout school, a love of reading and an appreciation of books is fostered through highly engaging learning opportunities and immersive experiences linked to high quality texts.  The carefully chosen class texts drive learning in the other areas of the curriculum.

Every classroom has an inviting reading space, which includes recommended reads and a variety of age-appropriate texts of different genres alongside non-fiction books which are linked to current themes.  Children are encouraged to develop their own thoughts and opinions about books, make recommendations and share them with others.

The Den is a sanctuary for all children to choose, appreciate and experience a wider range of texts. Our children are provided with a comfortable, cosy and relaxing environment to enjoy a book of their choosing. Children are able to borrow books to enjoy within school and at home. The Den is available for children to use independently as part of the school day, during break times and it is also used for focused reading sessions.

Early Reading

Monster Phonics is embedded throughout school. It is taught daily in Foundation Stage and KS1 and used as an intervention programme in KS2. The multisensory approach which includes fun sound monsters and colour coding provides a creative spin on the teaching of letters and sounds. 

A combination of daily Phonics, focused reading sessions, small group and 1:1 reading make up our approach to Early Reading at Godley.

Children are encouraged to read regularly at home for pleasure and purpose. Parents/carers are supported through reading workshops and home/school communications. 

Reading in the Curriculum

Reading is taught discretely through focused reading sessions 3 times per week where children develop word reading and comprehension skills through studying a class novel or other reading comprehension activities.  Reading is also taught through English lessons where strategies from the Power of Reading are used alongside text interrogation and reading VIPERS to deepen children’s understanding.

Reading VIPERS are used to develop the following skills:

  • V – Vocabulary
  • I – Inference
  • P – Predicting
  • E – Explanation
  • R – Retrieving
  • S – Summarising

Reading skills are used and applied in all areas of the curriculum. Teachers read to children every day and story time is valued by all throughout school.

English – Writing

Children are inspired to write creatively and imaginatively through the study of carefully selected high quality texts and purposeful contexts for writing.

A writing construct is followed for narrative writing which is intertwined with the Power of Reading using the key text as the driver.

This is the construct for writing at Godley:

  1. Stimulus
  2. Text interrogation
  3. Skills burst
  4. Model write
  5. Independent write
  6. Peer critique, edit, redraft
  7. Celebrate.

For non-narrative genres, children are given purposeful contexts, which are linked to the whole school themes or subjects where appropriate.

We have high expectations of handwriting and presentation and ensure children apply their spelling, grammar and punctuation skills in all aspects of writing.  Peer critique means that children are reflective writers who often proof read and edit their writing make improvements.

English Learning Journey