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Hunts Grove Primary Academy



At the Phoenix Learning Alliance we believe that a quality reading curriculum should develop children’s love of reading. We aim to inspire an appreciation of our rich and varied literary heritage and a habit of reading widely and often. We want to inspire children to be confident in the art of speaking and listening and who can use discussion to communicate and further their learning.

We believe that children need to develop confidence and fluency in reading, which follows a clear pathway of progression as they advance through the primary curriculum.  Reading materials have been selected to build cumulatively and progressively.  We believe that a secure basis in reading skills is crucial to a high quality education and will give our children the tools they need to be successful in their next stage of education.

Our children will leave with a love of reading, able to discuss books and compare works of key authors. At secondary school they will be able to access the full curriculum offer and read both for knowledge- acquisition and pleasure


Reading is taught daily throughout the school in line with the National Curriculum (2014) for half an hour using a whole class approach.

We believe that ‘good readers are successful across the curriculum’.  Therefore, children are exposed to high quality, age appropriate texts that cover a range of genres. Phonics is taught daily in Reception and KS1, and progresses to whole class reading on completion of the phonics programme after Easter in Year 2. All children graduate from Read, Write Inc. and begin whole class reading, starting with extracts from RWInc. comprehension which match their phonic ability with precision.

Children follow a set progression of skills through the content domains of the National Curriculum using the acronym of VIPERS to develop an ability to decode and comprehend the texts they read.  This approach is reinforced whenever a child reads whether in school and parents are encouraged to focus on this at home.

To ensure our taught curriculum is a stepping stone into independent reading, two copies of the books from each extract are available to the children in their class libraries alongside other copies of their other works. To guide the children into selecting these books to read independently, the extracts ensure children are exposed to ‘unmissable’ scenes, chapter ones and prologues- enticing the children to want to read on.

Reading is taught through a diverse and ambitious text spine of extracts that are cumulative and progressive in nature, where both the complexity in text level and themes addressed are built upon term-by-term.  We use a ‘Read, Enrich, Explore’ approach to reading across the week (see below). The extracts are rich in cultural capital through the themes they address alongside the historical and geographic settings. Authors have been selected specifically to include a range of contemporary and relevant authors (which in turn provide relevant protagonists) alongside a purposeful mix of modern classic and classic texts that provide a step into wider reading for the children.  Non-fiction and poetry are also an integral part of the spine, where the non-fiction link to the ‘focus text’ of the writing curriculum.

Progression within the content domains in ensured through a rigorous document which progressively increase the understanding of each reading content domain term-by-term, year-by-year.

Teachers plan to the needs of their class by cross-referencing the assessment data obtained from the NTS reading assessments (see more detail below), where they find the content domains that the children need more teaching in and focus on these more heavily across a term than some of the content domains that the children are already more proficient at.

Each extract is pre-read as an intervention prior to the main learning sequence (where necessary) to the children who require additional input and who may need some extra time and practice with the decoding element of the text so that they come to the first lesson equipped with a confidence and understanding to accessing the same learning as their peers working at ARE.


READ: On the first day of a new unit of work, challenging vocabulary is pre-taught to the class so that they have a solid understanding when they meet it in context. Subsequently, the children have the text read to them by the class teacher and the children follow on the page in front of them. The teacher’s focus is on modelling of pace, fluency and intonation. The lesson is concluded through Aidan Chambers’ ‘book talk’ model of ‘likes, dislikes, puzzles and patterns’ where the children discuss and explore the text they have been read.

ENRICH: As the texts are rich in their complexity and cultural capital, there may be elements that the children would struggle to comprehend at face value (for example why one character looked at the other in a certain way, or a cultural reference that is integral to the comprehension of the extract). We mitigate this, if there is a need, and deepen the children’s understanding through an ‘enrichment’ task, which can comprise of further reading, an experience or additional discreet teaching that underpins the deep comprehension of the text. Once this is complete, the teacher reads the text for a second time, linking the enrichment to the comprehension and how they now have a deeper understanding; pausing to spaced-retrieve vocabulary and model ‘thinking aloud’ and authorial intent.

If this is not required as the teacher feels the children will comprehend the text on its first read, then the children complete a read aloud activity, such as reading at an appropriate pace, or giving characters voices.

EXPLORE: The following three lessons are where the children are equipped to study the text in depth, using the content domains of the National Curriculum. The lesson focuses on one content domain in the form of a VIPER for the children and consist of a balance between formal comprehension questions and a wider, richer response to reading. Where formal comprehension questions are used, teacher modelling is apparent by working through a shared example as a class and highlighting the skills required before the children complete similar questions independently.


Formative assessment takes place tri-annually across the trust using the NTS reading assessments. This data is used by leaders to measure the efficacy of reading and to hold teachers to account, and teachers use it to be assured of the content domain deficiencies that they need to address with their pupils.


In addition to reading lessons, children are also exposed to a class novel for 15 minutes each day. The class novel is pre-selected so that the children are strategically introduced to a wide range of diverse literature that ensures that children have the opportunities to see themselves in books, underpinned by the theory of ‘windows, mirrors and sliding glass doors’. They have also been selected to run in parallel with the reading extracts in the reading lesson so that children have opportunity to draw parallels in authorial styles and themes from a rich range of authors. The books themselves have been selected to address Lemov’s ‘five plagues of the developing reader’ with a sixth ‘year group focus author’ so that the children experience these texts in a forum that they can be guided through by their teacher and offering rich discussion points with their peers.

However, the most important element to our reading curriculum is that it provides each class teacher to be every child in their class’ reading role model.

Year 2 

Text overview

Year 2

RWInc Comprehension Texts

Module 1- Chicken-Licken

Module 2- Anansi and the Four Bananas

Module 3- The Wish

Module 4- The Three of Us

Module 5- Drusilla's Diary

Module 6- The Cupboard Under the Stairs

Module 7- Rose and Ruby

Module 8- Mary Seacole

Module 9- Teeth

Module 10- The Class Trip

Module 11- All About India

Module 13- Bees

Module 14- Atishoo!

Additional Texts

Legend of Spud Murphy- Eoin Colfer

The Hundred-Mile An-Hour Dog- Jeremy Strong

The Princess in Black- Bathtime Battle- Shannon and Dean Hale

The Princess in Black- Shannon and Dean Hale

Term 5

Daisy and the Trouble with Burglars- Kes Gray

Daisy and the Trouble with Zoos- Kes Gray

Dirty Bertie- David Roberts

Fortunately the Milk- Neil Gaiman

Horrid Henry's Underpants- Francesca Simon

Sophie takes to the Sky- Katherine Woodfine

Term 6

I Talk Like a River- Jordan Scott

Little Badman- Humza Arshad & Henry White

Sam Wu is not Afraid of Ghosts- Katie and Kevin Tsang

The 13-Storey Treehouse- Andy Griffiths

The Climbers- Ali Standish

Toto the Ninja Cat- Dermot O'Leary

 Y2 - Progression Within Reading Content Domains

Year 3 

Text overview

Year 3





Term 1

Story writing (character and setting description)

Report writing (Q&A interview)




Stuart Little- E.B. White


Bill’s New Frock- Anne Fine


Diary of a Killer Cat- Anne Fine


Stig of the Dump- Clive King

Stone Houses (Explanation)





Term 2

Adventure stories

Newspaper report



Go Ahead, Secret Seven- Enid Blyton


The BFG- Roald Dahl


The Boy Who Grew Dragons- Andy Shepherd




Earth Charter



Giant Refugee Puppet On Trek to UK



Term 3





The Iron Man- Ted Hughes


Captain Apparatus



The Lost Happy Endings- Carol Ann Duffy


The Hodgeheg- Dick King Smith


The Worst Witch- Jill Murphy

Strange Predators (Information)





Term 4





Mr Majeika- Humphrey Carpenter


Alex Sparrow and the Really Big Stink- Jennifer Killick

Lonely Hearts

(Narrative Biography)


Who was Robin Hood?



Shoot Like Robin Hood


Walking With My Iguana- Brian Moses


Scissors- Allan Ahlberg

Term 5


Persuasive letter



Alice in Wonderland- Lewis Carroll


My Head Teacher is a Vampire Rat- Pamela Butchart


Nothing to See Here Hotel- Steven Butler

Why Do Dragons Make Great Pets?



The Wave


The Sound Collector- Rodger McGough

Term 6


Balanced argument



The Enchanted Wood- Enid Blyton


The Magic Faraway Tree- Enid Blyton


The Wild Robot- Peter Brown

The British Coastline (Information)


Ocean Food Chain


The Owl and the Pussycat- Edward Lear

 Year 3 - Progression Within Reading Content Domains

Year 4 

Text overview

Year 4





Term 1





Frost Hollow Hall- Emma Carroll


The Griffin Gate- Vashti Hardy


A Bear Called Paddington- Michael Bond

What Have the Romans Done For Us?

(Explanation Text)



(Explanation Text)

Hot Food- Michael Rosen

Term 2






Malamander- Thomas Taylor


Pippi Londstocking- Astrid Lindgren


Kick- Mitch Johnson

Rocket Balloon



Inventions that Changed the World

(Information Text)

Chocolate Cake- Michael Rosen

Term 3


Non chronological report



Ghost Garden- Emma Carroll


Sky Chasers- Emma Carroll


Mary Poppins- Pamela Lyndon Travers

Legends of the Deep

(Information Text)



(Information Text)

School Tomorrow- Joseph Coelho

Term 4





The Legend of Podkin One Ear- Kieran Larwood


Kensuke’s Kingdom- Michael Morpurgo


Private Peaceful- Michael Morpurgo


The Secret Garden- Frances Hodgson Burnett

A Letter Home

(Informal Letter)


The Gold Rush

(Information Text)


Term 5

Adventure stories




A Girl Called Owl- Amy Wilson


Animals of Farthing Wood- Colin Dann


The Wonderful Wizard of Oz- Lyman Frank Baum

Enormous Eruptions

(Explanation Text)


The Skeleton

(Explanation Text)

Two Plants- John Agarde

Term 6





The Goldfish Boy- Lisa Thompson


Owen and the Soldier- Lisa Thompson


The Lion, the Witch and the Wardrobe- C.S. Lewis


Swallows and Amazons- Arthur Ransome

The Amazon River

(Information Text)


The Troy Ploy



 Year 4 - Progression Within Reading Content Domains

Year 5 

Text overview

Year 5





Term 1





Nowhere Emporium- Ross Mackenzie


The Middler- Kirsty Applebaum


Highland Falcon Thief- MG Leonard

A Mother’s Diary



Evacuee Letter

(Informal Letter)


Life Cycle of a Flowering Plant

(Explanation Text)


Term 2

Mystery stories




The House With Chicken Legs- Sophie Anderson


Skellig- David Almond


Clockwork Crow- Catherine Fisher

Formal Letter

(Formal Letter)



(Persuasive Advert)

Colonel Fazackerley- Charles Causley

Term 3


Biography and autobiography



The Castle of Tangled Magic- Sophie Anderson


The Lion Above the Door- Onjali Q Rauf


Star Outside my Window- Onjali Q Rauf

Soldier’s Diary




(Informal Letter)

The Tyger- William Blake

Term 4


News interview (shift in formality)



The Girl Who Speaks Bear- Sophie Anderson


Where the River Runs Gold- Sita Brahmachari


Beetle Boy

MG Leonard


Trimdon Grange Disaster

(Formal Newspaper)


Brave Yank Flies to the Rescue

(Informal Newspaper)


Dear Humans

(Informal Letter)


Term 5

Dilemma stories




Oranges in No Man’s Land- Elizabeth Laird


Troofriend- Kirsty Applebaum

The London Eye Mystery- Siobhan Dowd


Peter Pan- J.M. Barrie


(Information Text)


The Changing Police

(Information Text


Term 6


Balanced argument



Boy in the Tower- Polly Ho Yen


Cogheart- Peter Bunzl


The Cat Who Walked By Himself- Rudyard Kipling


The Jungle Book- Rudyard Kipling

Should Animals Be Kept in Zoos?

If- Rudyard Kipling

 Year 5 - Progression Within Reading Content Domains

Year 6 

Text overview

Year 6





Term 1


Persuasive speech



Sky Song- Abi Elphinstone


The Storm Keeper’s Island- Catherine Doyle


The Graveyard Book- Neil Gaiman


Once- Morris Gleitzman

Women’s Football

(Persuasive Letter)


The Right Not to Work

(Non-chronological Report)


Term 2


Formal letter




Rooftoppers- Katherine Rundell


The Dreamsnatcher- Abi Elphinstone


Holes- Louis Sachar

What is Evolution?

(Explanation Text)


Serena Williams


I Wandered Lonely as a Cloud- William Wordsworth

Term 3

Adventure stories




Brightstorm- Vashti Hardy


The Explorer- Katherine Rundell


The Hound of the Baskervilles- Sir Arthur Conan Doyle


The Wind in the Willows- Kenneth Grahame

Diary from the Beagle


The Crossover- Kwame Alexander

(Narrative verse poetry)

Term 4


Non-chronological report



Letters from the Lighthouse- Emma Carroll


The Good Thieves- Katherine Rundell


Wildspark- Vashti Hardy


The Somerset Tsunami- Emma Carroll

Strange Hearts

(Non-chronological Report)


Dia de los Muertos

(Information Text)


Term 5

Dilemma stories




Orphans of the Tide- Struan Murray


Mortal Engines- Phillip Reeve

A Schoolhouse Letter

(Informal Letter)


Greta Thunberg



Tim Berners Lee



Pickles Saves the World Cup

(Newspaper Report)


Term 6





The Railway Children- E.Nesbit


Street Child- Berlie Doherty


The Northern Lights- Philip Pullman


Wonder- R.J. Palacio


Invictus- William Ernest Henley


Charge of the Light Brigade- Alfred, Lord Tennyson

 Year 6 - Progression Within Reading Content Domains