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The students in my class love reading and listening to different texts and genres. They are also very accustomed to the structure of each guided reading session and which Viper we are focusing on. Introducing one stimulus a week and allowing the students to analyze the text in different ways is brilliant because they make so much progress in each guided reading session using the Vipers skills. It also broadens their vocabulary range as they are seeing the words not only once but frequently throughout the week in the sessions. I notice my students using new vocabulary from the text or stimulus in their writing during our English and phonics lessons. We have also introduced a Bug Club reader of the week which is so motivating for the students in class as well as the distance learning students.

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The students are loving using ActiveLearn and I am so happy we have introduced a Bug Club reader of the week. The students love Guided Reading. There is a always a Viper focus and I feel that students are really challenged to use better and more exciting vocabulary . The use of the zone of relevance this term was extremely successful. an encouraged the students to analise their vocabulary words. The thermometer activity was also successful, linking emotions and feeling to the text. Using Once upon a picture, Literacy shed as well as book talks about the class text have been used and has exposed students to a variety of texts.

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In Year 2 we usually use one stimulus for the week and use a range of vipers. The children enjoy being exposed to a wide range of texts including fiction and non fiction. As we regularly refer to the vipers, the children have a good understanding of each viper and what the focus of each guided reading session will be. We have also started to use Zone of relevance in GR to encourage children to be specific with vocabulary and promote discussion around the relevance of different adjectives to describe different characters.

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In Foundation stage we are using the Active Learn website to promote reading. We use it in our morning challenges as the children come into school and it provides a talking point as we encourage children to use their prediction and inference skills. We also have print rich environment in our enhanced provision to develop the children's blending skills

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At the beginning of the year I looked back over your CPD from last year on GR. I really wanted to make it a more interactive and engaging lesson for my class this year and I'm so impressed with how well the children are engaging with the different stimuli that I have been using! Last week we did a lesson based on an image from the inference collection, it was an image of an eldery woman looking at her shadow (which was her at a much younger age) this was really apt as we had been studying shadows in Science too! The children came up with some fantastic ideas about what the lady was remembering/thinking! There was some really rich discussion and the children were able to verbalise that they were using their skills of inference and being detectives! Since the beginning of the year (using VIPERS in each lesson) the children have become really confident in identifying the skills that they are using and in using book talk when discussing the different stimuli and texts!

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When supporting the SEND children a main focus will go on Vocabulary and Retrieval of VIPERS, to begin with. This is mainly to ensure that the children have some understanding of the text or stimulus and the vocabulary used within it. We would then generate a lot of talk around the 'Wh' questions to encourage deeper thinking and comprehension of the text they are looking at. Book talk is a great strategy to use with SEND children because it makes it less daunting for them by taking away the writing element, but also encourages the development of their communication and verbal skills.

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Currently we use our class text as our weekly Guided Reading session with a VIPER focus. During term 1a we used video clips to explicitly teach the children the VIPER skills which has helped immensely now we have transitioned to written texts. Inference is the main skill the children really struggle with.
We use the PEE structure to help children develop their written answers further. The children are really motivated by AR which promotes comprehension skills too.

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We use ActiveLearn which has worked well to look at different types of texts. It has also supported writing within the class by giving extra information eg about meerkats for non-chorological report writing. Bug club for morning reading as it has reading comprehension questions. Children love being detectives and can use book talk language to create deeper thinking about the text.

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We use our core class text for a VIPERs reading lesson once per week and are currently focusing on developing inference skills as this is an area our children find more difficult.
We will use book talk to try and get children to find evidence from the text to support their answers. We already encourage them to use a PEE structure to their answers, but this will support further.

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Currently we are integrating our use of ActiveLearn as part of our Guided Reading sessions-this has worked well as there is a variety of vocabulary, comprehension (VIPER) and extended tasks to lead the teaching and in turn the learning. I also find once upon a picture very helpful for starter tasks and the questions are differentiated allowing you to tailor the tasks to challenge the children. Their analysis skills are good verbally however is not reflected in their written responses so we are re-enforcing the PEE strategy weekly. I think the AR program lends itself quite well to 'Book Talk' as we always have the conversation as to WHY they were or were not successful in their quizzes, would they recommend the book to X in the class and will they read another text from the author which allows for that critical thinking aspect.