Phonics and Early Reading

Phonics and Early Reading at 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, fluency 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 Cygnet Class (Reception & Year 1 mixed age class) The school chosen to use Little Wandle Letters and Sounds Revised, an SSP (systematic synthetic phonic programme).

Reception: - A whole class daily lesson following Little Wandle Letters and Sounds Revised planning.

- Assessment every 6 weeks, following Little Wandle Letters and Sounds Revised assessment cycle.

- Children identified as falling behind receive intervention daily using the individual and/or group Keep Up planning provided as part of the Little Wandle Letters and Sounds Revised subscription.

Year 1: - A whole class daily lesson following Little Wandle Letters and Sounds Revised planning.

- Supports both reading and spelling - Assessment every 6 weeks, following Little Wandle Letters and Sounds Revised assessment cycle.

- Children identified as falling behind receive intervention daily using the individual and/or group Keep Up planning provided as part of the Little Wandle Letters and Sounds Revised subscription Year 2: - Focussed phonics to revise 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 Reception: - Sharing whole class texts through shared reading every day - Group reading three times a week, following Little Wandle Letters and Sounds Revised format: Read 1 – decoding, Read 2 – Prosody, Read 3 – comprehension. Books are then sent home for children to further develop fluency.

These books are changed weekly.

- 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 texts through shared reading every day - Group reading three times a week, following Little Wandle Letters and Sounds Revised format:

Read 1 – decoding, Read 2 – Prosody, Read 3 – comprehension. Books are then sent home for children to further develop fluency.

These books are changed weekly.

- In addition to the decodable book, a reading book for pleasure is taken home from the classroom collection or the school library Year 2: - Guided reading sessions x 5 weekly.

- A range of whole texts and extracts used to teach fluency and comprehension.

STORY TIME Reception and Year 1 daily at the end of the day.

Year 2 - daily story time.

READING ACROSS THE CURRICULUM High quality, in many cases ward winning, books from The Literacy Tree, are used and where appropriate link to current themes; strengthening the children’s phonics and comprehension skills.

HOME READING Year R – children take home a phonics book with GPC, formation rhyme/catchphrase. This is updated weekly with the new GPCs. Access to Little Wandle Letters and Sounds Revised website parents section Year 1 – At the beginning of the year, revision sheets with Phase 2 and 3 GPC formation rhymes/catchphrases sent home.

All children are encouraged to Read Widely and Often through the Earith Primary School Reading Challenge. Children who have read a book from the recommended reading list are awarded certificates in assembly.

Year 2 – children take home a colour-banded text matched to their reading stage. Children then move to small chapter books in order to build reading stamina and provide wider reading opportunities. All children can take home a ‘reading for pleasure’ book in addition to their home reading text.

RESOURCES Little Wandle Letters and Sounds Revised subscription, planning, cards, alphabet frieze, grow the code chart.

Decodable texts in Early Reading Library.

Earith Primary School Reading Challenge Recommended Read Widely Book Lists