Phonics/Reading
Phonics and Reading in Early Years, Key Stage 1 and Key Stage 2
In order to teach all our pupils to become fluent, confident readers, who have a love of reading; it is paramount that we teach a daily phonics lesson.
We make arrangements for Phonics to be taught rapidly and vigorously, in a systematic way throughout FS and KS1. Pupils receive phonics teaching in line with the govenment accredited scheme 'rocket phonics' where we teach each of the Phases. Phase 1 in Nursery and Phase 2-6 in school. This is done in discrete daily sessions.
For further information please click on the following link:
https://www.risingstars-uk.com/series/rising-stars-reading-planet/phonics-guide/advice-for-parents
Teaching is systematic through the Phases and therefore progression is ensured. Our philosophy is to provide sessions that are multisensory, engaging, varied, and interactive so that children are having fun whilst learning.
Pupils continue to receive daily phonics teaching until they are confident with using and applying the skills taught. Within Reception and Key Stage 1 children are taught two new sounds a week using flashcards and some interactive resources. Pupils who are making slow progress are identified through formative assessment during lessons and intervention is immediately put into place, alongside the usual phonics teaching. In Reception and Year one, children are sent home with reading books that are fully decodable and match the sounds being taught. Discrete phonics teaching continues into Key Stage 2, and for as long as necessary, for pupils who require extra support and learning time to focus on securing their phonics knowledge. We work within all Key Stages to ensure that all pupils who would benefit from extra phonics teaching receive it. Any pupil, who has not reached the expected phonics level by the end of Year 1, as assessed by the national screening check, receives additional phonics intervention within Year 2, so that they can catch up with their peers.
Early Reading
At Trinity All Saints our goal is to foster a love for reading in our children. Alongside developing a strong base in phonics, children are taught to read through various means.
Guided Reading - These are small-group teacher-led sessions where children share the same book, appropriate to their reading level. During this time, children are taught the deeper skills of reading and comprehension, such as inference. The structure for guided reading is as follows:
- Pre read - Highlighting new vocabulary, phonemes learnt and difficult spellings
- A read through - An adult models reading part of the text and the children continue individually or in pairs.
- Comprehension - To complete the activity children answer comprehension questions which include both inference and retrieval challenges.
Modelled Reading/shared reading - This occurs when teachers read aloud to children, demonstrating fluency and expression and sharing enjoyment of and interest in the text.
Core Texts - In key stage 1, we carefully choose and plan high quality core texts as a basis for our English units, linked to a topic, where possible.
Independent Reading - All children have opportunities during the school day to read independently. When ready, they progress to the Accelerated Reader programme.
Parents are an integral part in the children’s reading journey. We encourage children to read at home on a daily basis and communication between school and home is recorded in ‘Reading Records’.
Reading in Key Stage 2
Teaching of Reading - Children are taught the direct skills of reading, including inference and deduction in a whole class environment. Where possible, reading lessons will build upon the theme of learning and the class novel; providing enrichment. When reading questions are given to the children, they follow the format of SAT style questioning. Including graphic questions and longer written answers. Children normally receive the same tough text with differentiated questioning, allowing children of all abilities to access the objectives required to succeed.
Class Novels - Class novels are carefully picked to match or exceed Age Related Expectation and interest level. These are linked into the curriculum and the class novel dictates the theme for learning. A class novel will last a half-term (or longer) and enrichment activities will be held to supplement this learning.
Examples: Skellig- Owl Workshop, Room 13- Trip to Whitby.
Reading across the curriculum - Opportunities are built in across the curriculum to read for pleasure but also to read for understanding. They use their skills learnt in English sessions to decode, skim, scan, summarise and question information.
Accelerated Reader - We motivate, monitor, and manage students’ independent reading practice with Accelerated Reader and watch as students develop a true love for reading. Children complete an initial assessment and are then allocated a band of books. When they have completed, they complete a short quiz on an iPad to check their understanding. This acts as a motivational and assessment tool.
Motivate:
- Children see immediate feedback
- Reluctant readers
- Points targets
- In class/year group reward systems
- Children choose own book
Monitor:
- Formative and summative assessment feed into school assessment system
- Electronic overview of all student performance
- Informs next steps for learning
- Parent school link shared
- Growth and achievement
Manage:
- Identify children ‘at risk’
- Intervention programme
- Y2-Y6 all on programme.
- Feeds into secondary practice.