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King's Court First School

Caring, Sharing and Learning Together

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Reading and Phonics

Phonics and reading progression from early years to year 4

Being a good reader and a good learner are two ‘keys’ that unlock the rest of the curriculum. We focus on high quality texts and meaningful opportunities to teach reading.

 

Year 2 statutory assessment results 2018-19:  King’s Court First School, 35% of pupils achieved greater depth with their reading which is 10% higher than national average.  These were the last Nationally recorded results before the pandemic.

 

Early Years starts with Read, Write, Inc (RWI), a Ruth Miskin reading method to support the introduction of phonics.  The Read, Write Inc method: Learning is planned using the Read, Write, Inc method with a focus on set 1 sounds

● Rhymes & songs

● Games

● Stories

● Writing names and other family/familiar words

● Multisensory experiences – sand, water, outdoor play

● Children have regular visits to the school library and are able to check them out

● Story rich environment - stories read to and told to the children

● Talk 4 Writing - book inspired learning to capture the imagination and interests of the children

● If children are showing an aptitude for phonics/reading then set 2 is implemented and the children are introduced to the school’s levelled books to help extend and provide challenge.

 

Reception & key stage 1 (KS1) phonics - use the Read, Write, Inc method to deliver their phonics programme (set 1 and set 2 sounds are predominantly taught at this stage, with advanced learners moving onto set 3). It is supplemented with the letters and sounds. Typical sessions consist of:

● 15 minutes (planned session) a day in reception in regular slots during the learning week

● Multisensory – lots of games

● Songs, rhymes, pencil control and written opportunities

● Links with physical development and writing

● Infused into all aspects of the learning environment (continuous provision) – indoors and outdoors (including, dough, water, sand/salt…)

● Adults take every opportunity to reinforce the phonemes the children have been taught – lining up times e.g. lining up if your name beginnings with the sound ‘s’ , walking to different places in around school e.g. which objects can you find with the sound ‘a’?

● Many of the reading books sent home to include the most relevant phonics so the children can practice their blending for reading.

● When developmentally appropriate whole class reading is introduced - books and other reading experiences contained within these sessions

● The children are able to take home picture books to share with their families from within the classroom but also have free access to them on a daily basis.

● The children can book out their own choice of a school library book and will attend the library weekly.

● Children are read to regularly - stories, messages, extracts, letters, non-fiction, poetry

● Staff share stories and encourage children to retell favourites through puppets (fred talk) given or props made by the children themselves

● The learning is inspired from the use of high-quality texts

● We use the term phoneme (sound) and grapheme (Letter) and we teach the children to form their letters correctly (pre-cursive style) in line with the school’s handwriting policy

● Children are modelled correct spellings but encouraged as much as possible to use their phonics to sound out (segment) and write down what they hear. ‘Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.’ Development Matters Early Learning Goal (ELG) writing

● Tricky/red words (words which cannot be sounded out, for example, the) are sent home in set groups for parent to support children in learning them on sight and then later on be able to write them. During set 2 practices, children will have the opportunity to read set 2 tricky words, while learning set 3 children will be expected to be able to write the set 2 tricky words, and by the end of the year.

● Parents are invited in to hear how we deliver phonics through open mornings and phonics workshop where we provide lots of suggestions on how to support all aspects of reading and writing.

Year 1 children complete the phonics screening national check in June each year.

 

Moving onto year 2: Children will be expected to have developed a good understanding of their phonics and begin spelling, punctuation and grammar sessions. These sessions will entail:

· Whole class reading sessions with an emphasis on Spelling, Punctuation, and Grammar (SPAG), how to identify narrative and non-fiction features.

· Spelling year 2 common frequency words and expected spellings accurately.

· Applying their previous phonics knowledge with greater accuracy within their writing.

· SPAG sessions to consolidate their understanding of spelling, grammar and punctuation to enhance their written skills. This will be consolidated through:

· Daily SPAG sessions

· Spelling quizzes

· Games

· Stories

· Grammar and punctuation detective exercises

· The children will have opportunities to visit the school library and continue to develop their reading fluency and understanding of SPAG.

· Guided reading sessions

· Cracking comprehension sessions

· Levelled reading book sent home each week

· Class teacher reading to the children

 

Key stage 2 (KS2):  The children in key stage 2 continue reading in a similar to key stage 1. In key stage 2 children should be able to read books written at an age-appropriate interest level. They should be able to read them accurately and at a speed that is sufficient for them to focus on understanding what they read rather than on decoding individual words. There are specific requirements for pupils to discuss what they are learning and to develop their wider skills in spoken language form part of this programme of study. In years 3 and 4, pupils should become more familiar with and confident in using language in a greater variety of situations, for a variety of audiences and purposes, including through drama, formal presentations and debate. (adapted from the National Curriculum 2014)

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