Earith Primary School

Helping children improve in everything they do

nivo nivo nivo nivo nivo nivo nivo nivo nivo nivo
Phonics and Early Reading

Earith Primary School

 Phonics and Early Reading – September 2019


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.

Reading intention:

The intention is that every child at Earith 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, building the capacity for life-long learning and preparation for their next stage in education.

Earith’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



- Phonics is taught daily in Lemur Class (Reception & Year 1 mixed age class)

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

- Key resources include Jolly Phonics and flashcards.

In Reception:

- a 20 minute daily lesson including the Jolly Phonics actions and sounds

- Phase 2, 3 & 4

- supports both reading and spelling

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

-activities planned for in enhanced provision to allow children to rehearse, embed and apply learning.

- formal assessment – November, February, April, June

Year 1:

- a 20-minute daily lesson

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

- Phase 4 (recap), 5 & 6 (if appropriate)

- supports both reading and spelling

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

- formal assessment – every half-term

- focussed intervention sessions with the teacher for those children who are working below age-related expectations

Year 2:

- focussed phonics session x4 weekly revising gaps in learning letters, sounds and words

-differentiated group sessions to match individual children’s needs (Phase 1 through to Phase 6 then moving on to Year 2 spelling rules)

-including rehearsal of tricky words

-sessions include review of previous sounds and opportunities for new sounds to be practised and applied in context

- supports both reading and spelling

 - regular formative assessment in order to inform teaching

Guided reading (Teaching reading):


- Sharing whole class texts through shared reading every day

- 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

Year 1:

- Sharing whole class text through shared reading every day

- Guided reading each morning – x4 sessions with text, comprehension and retrieval focus, x1 session individual words.  Three pieces of recorded work in guided reading book each week.

- Individual reading for those targeted children with decodable text

- Children take home a decodable book and a library book from classroom stock; each child takes home a home reading diary

Year 2:

- guided reading session x 4 weekly.  Whole class.


Reception and Year 1 daily at the end of the day – children’s choice

Reading across the curriculum:

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

Word mats are going to be made for Year 1 linked to each topic and this will be transitioned into Reception

Home reading:

Year R – children take home phonics homework linked to the sounds learnt that week; children take home sets of words – next set given once previous set is learnt.

Year 1 – children take home phonics homework linked to the sounds learnt that week; children take home grids showing words/sounds that children need to learn

Action: following 1st half-term assessment children take home additional sounds/words to practise that are highlighted as gaps in learning from assessment

Phonics evening – October 2019 – teachers will explain how they can help including ‘overlearning’ sounds/words taught in class that address gaps


- Phonics as above

- Decodable texts in Early Reading Library which are colour-coded banded

Phonics Lead:  Jill Nicholls

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