Earith Primary School

Phonics and Early Reading

 

Earith Primary School

 

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.

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

 Implementation:

Phonics:

- 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):

Reception:

- 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.

Storytime:

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

Resources:

- Phonics as above

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

Phonics Lead:  Jill Nicholls

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