Kingsfield Primary School

We believe every child is special

images/headers/Burwell.JPG
images/headers/Wellies.JPG
images/headers/bikes.JPG
images/headers/boat.JPG
images/headers/classroom.JPG
images/headers/newplaying.JPG
images/headers/ourclass.JPG
images/headers/playhouse.JPG
images/headers/teddys.JPG
images/headers/woods.JPG

                              Phonics and Early Reading

Kingsfield Primary School

Phonics/Early Reading and Reading – September 2019

Introduction:

Early literacy is the development of young children’s skills in moving from learning to read, to reading to learn; these skills include word recognition and language comprehension – the essential components of reading.

Children do not automatically learn how to read and skills need to be specifically taught.  Providing high-quality learning experiences creates the necessary foundation to help children master essential early literacy skills.

Once children have these necessary foundations, their journey in reading continues through rich reading experiences that both engage and further develop their skills as reader.

Reading is at the heart of the Kingsfield curriculum with explicit learning through English curriculum experiences and implicit learning experiences through the whole school curriculum.

Reading intention:

The intention is that every child at Kingsfield Primary School will:

- learn to read through a systematic and comprehensive approach

- engage with and enjoy reading across a range of subjects and for a range of purposes

-  be curious and eager to read more

and thus, build the capacity for life-long learning and preparation for their next stage in education.

Kingsfield’s approach to reading will:

- be rich in assessment for learning through establishing what every child knows and can do; identify those children who need more support; identify those children who need further challenge – and planning for every child in response to this

- provide rich reading experiences across the range of curriculum subjects

- ensure the provision of appropriate resources

- lead to positive outcomes in children’s learning in statutory assessments in both Phonics and Reading

- seek to involve parents

Implementation:

Phonics:

- Phonics is taught daily in Reception Class and Year 1 for approximately 30 minutes

- Children are further engaged and challenged in developing their phonic skills both through the continuous provision and adult-led activities, e.g. the development of subject specific vocabulary

- Phonics teaching follows the Letters and Sounds Programme and this is used by class teachers to direct planning

- Key resources include RWInc. flashcards, the interactive resource Phonics Play, Jolly Phonics, Direct Phonics

In Reception:

- a 30 -minute daily lesson including the Jolly Phonics actions and sounds

- Phase 2, 3 & 4

- supports both reading and spelling including handwriting and the correct pencil grip and letter formation

- whole class session with follow-on differentiated groups with matched activities

- Subject-specific vocabulary is high-lighted using Sound Buttons

- formal assessment to inform future planning – November, February, April, June

- there is focused provision in addition to the daily phonics lesson for those children who are identified as ‘vulnerable’ re their phonics progress

Year 1:

- a 30-minute daily lesson

- a 5-minute follow-on lesson in the afternoon, e.g. flashcard and quick response

- Phase 4 (recap), 5

- supports both reading and spelling including handwriting practice

- whole class session with follow-on differentiated groups with matched activities

- Subject-specific vocabulary is high-lighted using Sound Buttons

- formal assessment – every half-term

- a Direct Phonics lesson as an extra lesson in the afternoon with a trained teaching assistant for those children who are working below age-related expectations

Year 2:

- Phase 6 – spelling rules are taught through the Literacy Tree programme

- Subject-specific vocabulary is high-lighted using Sound Buttons

- Those children who did not meet the standard in Year 1 and/or are new to the country have Direct Phonics everyday with an experienced teaching assistant

- formal assessment – every half-term

Continuing phonics:

Children’s development in phonics is further developed through the school using Literacy Seeds spelling programme.

The school is also providing additional phonics support in KS2 for those children who still have identified gaps in their phonic knowledge.

Teaching reading

Reception:

- Sharing whole class texts through shared reading every day through Literacy Tree

- Individual reading using an appropriately pitched decodable book – each child listened to once a week by the teacher or teaching assistant recorded in a reading diary; those children who do not read at home have additional reading; books are changed regularly

- In addition to the decodable book, a reading book for pleasure is taken home from the classroom collection or the school library

- Storytime at the end of the day with a book that is chosen for pleasure and purpose (e.g. onset and rime)

Year 1:

- Sharing whole class text through shared reading every day through Literacy Tree

- Guided reading in ability groups each morning – one group reads to the teacher; one group reads with the T.A.; one group independent comprehension; two groups completing follow-up tasks that directly link to the guided session on the previous day

- Individual reading for those targeted children during early morning with decodable text

- Children take home a decodable book and a library book from classroom stock; each child takes home a home-reading diary which parents / adults in school complete

- Storytime at the end of the day with a book that is chosen for pleasure and purpose (e.g. topic related, phonic related)

Years 2 – 6

- Guided reading in ability groups each morning – one group reads to the teacher; one group reads with the T.A.; one group independent comprehension; two groups completing follow-up tasks that directly link to the guided session on the previous day

- Teaching reading through whole class text Literacy Tree that teacher models with follow-on questions and discussion based around the text leading to writing activity

- Focused provision in the afternoons for:  identified children with identified gaps, e.g. inference, retrieval, vocabulary or identified children who need further general support in developing reading

- To be introduced: 15 minutes story-time either after lunch or at the end of the day with a book chosen for listening for pleasure and to extend children’s knowledge of authors

Reading across the curriculum:

Provided through Literacy Tree; books linked to current topics – strengthening the children’s phonics and comprehension skills

Knowledge organisers are currently being introduced particularly to support children’s acquisition and application of vocabulary and this is a whole school approach.

This website uses cookies to ensure you get the best experience on our website.
More information Ok