Reading and phonics
Reading and phonics statement
At Sea View Primary we aim to develop the full potential of all of our pupils as confident, literate readers and writers. We aim to teach the children to read fluently and accurately and develop skills which promote understanding and interpretation of texts to support the curriculum. We use a wide range of material to promote home school reading. Reading is Reception and Year 1 is focused on the use of Read, Write Inc. ditties and books. Reading from Year 2-Year 6 is based around texts which support Accelerated reader. This enables children to read a wide range of both fiction and non-fiction books which are appropriately matched to their chronological reading age and ability.
At our school children will learn to read with confidence, fluency and understanding, providing them with the skills required to achieve a lifetime of enjoyment through reading.
Children read in school independently, in guided groups, with reading buddies, and as a shared class session. They listen to adults and other children read, taking part in paired reading with their own and other age groups.
- To develop phonetic skills which lead to blending and reading accurately and fluently.
- To promote confidence and positive attitudes to reading through access to a wide range of literature.
- To develop their vocabulary and comprehension of what they have read.
- To encourage good home/school partnerships.
- To enable children to analyse what they read and to participate in discussion and debate about texts.
- To monitor each child’s progress through the use of a range of assessment strategies e.g. Reading Age tests, on-going reading observations, monitoring against end of year assessment criteria
- To support those children who require additional support with their reading.
Many activities take place which promote pre-reading skills. Children become aware of print in their environment and match pictures and words. Language comprehension is developed by talking and reading to the children. As children gain phonic knowledge they start the process of decoding.
Initially, as children learn to read, they are given a picture book with no words with the intention that they will share the book and take part in a conversation generated by the pictures. Gradually as the children’s knowledge of letters and sounds develop they begin to phonetically decode words.
When children have a reading age of over six they can access Accelerated reader. The children complete a Star reader test which assesses children’s understanding of the texts through providing a range of questions based on reading, language and vocabulary. The test is completed on a tablet or computer. The data from this test is then used to signpost children to texts which are banded through the AR system. This ensures children are reading books which are appropriate and suitably challenging. After each book the child completes a quiz to test their understanding of the text. The children completed the Star reader test half termly which updates their data and identifies areas for further support. This data is used in class so teachers can have personalised discussions based on their quizzing, enabling teachers to support the bespoke needs of each child.
To encourage children to read widely our English curriculum is based around a text to captivate pupil’s interests and motivate and inspire children to read a variety of authors and for a variety of purposes. Each class chooses a selection of age appropriate books by a variety of authors which are studied by children over the course of the year.
We try to encourage a love of reading by holding book themed days and events both as individual classes and across the whole school. eg Reading Challenges, World Book Day and Buddy Reading .
Pre-reading and writing
In Nursery and Reception it is important to allow children to explore a wide range of texts, they need to recognise print, understand print conveys meaning and have experience of a wide range of stories and rhymes. This forms part of child initiated activities and adult directed tasks. We are using Launchpad for literacy to support this in Early years.
When children in Reception are ready they begin the Read, Write Inc. phonics and reading programme.
Our school uses Read, Write Inc. for the systematic teaching of phonics. Daily sessions are taught in Reception and Key Stage One classes. Each session gives an opportunity for children to revisit their prior learning, be taught new skills and practise and apply what they have learned.
This is a full teaching programme proven to develop
- Confident speakers,
- Fluent and enthusiastic readers,
- Keen writers
Children are taught to
- Learn to read and write letter sound correspondences quickly
- Decode effortlessly
- Spell and handwrite easily
- Read with fluency and expression
- Comprehend what they read
- Write confidently using oral rehearsal
- Work effectively with a partner to articulate their learning at every step.
All Reception and Key Stage One staff have been trained to deliver this synthetic phonic programme.
As part of this programme the children are screened regularly to analyse their strengths and areas for further development. This allows staff to group children across classes to ensure all children are accessing the correct support.
Any pupil who is not making expected progress receives additional support and intervention through Read, Write Inc. one to one sessions or bespoke intervention to suit the individual’s needs.
During daily sessions of phonics there are opportunities for practitioners to regularly assess children’s understanding of letter-sound correspondences. Outside the discrete daily phonics sessions there are opportunities to observe the application of phonics skills e.g. during guided/shared reading. During each Read, Write Inc. Phase there are judgements to determine if a child is secure at each level.
At Sea View Primary we use the Read, Write Inc. tracking sheet to track pupils and monitor the progress they make. Any pupil who needs additional support can therefore be quickly identified and appropriate intervention and support is allocated.
Every Year one child in Summer term will take a phonics screening check. In this test the children are expected to read 40 decodable words including some nonsense words. This progress check identifies children who may need additional support in their reading. The results are reported to parents and are published in Raise Online. Any child who does not achieve the pass mark in this test will be retested in Year Two.
Reading is assessed regularly and monitored on the school tracking system. External tests for Key Stage One and Two are completed in Summer term and reported to parents and in Raise Online. Children from Year One also complete termly written reading tests.
In KS2, optional SAT reading tests are also used to monitor progress. Liaison with the school SENCO and external agencies is arranged for children who require additional support and reading intervention strategies.S
In Early Years at Sea View, we understand the importance of pre-reading skills and how they support reading readiness for school.
We practise a variety of skills including rhythm and syllables, auditory blending, segmentation, rhyming, identifying phonemes and speech sounds.
We use the Launchpad for literacy skills framework to support progression of skills and BLAST as an intervention tool.
Reading green words
Using Fred Talk to read green words
Using Fred talk to read
We record a sentence following our reading. We use our phonic knowledge to help us.
We have just finished reading some non-fiction books in Year 1. When we read, we always practice some 'Red Words', which are very tricky, then we do 'Hold a sentence', where we try our best to use 'Fred Talk' to help us spell words we have just read. Finally, we do a comprehension about the book we have read.
Read, Write Inc.
We have been working hard to learn and use our phonics sounds in our reading sessions. We have made lots of progress through the progressive scheme and have developed our fluency and pace.
Many of us have now completed the Read, Write Inc. reading scheme and are ready to explore the world of children's authors. We have explored some of Dahl's classics, such as Fantastic Mr Fox, and are making links between his stories, characters and events. Take a look at our lovely reading...
Reading for pleasure, reading for life!
We enjoy a wide variety of texts in Year 3. Some of our favourites have been ‘Let it go’, lyrics from a Frozen song, Esio Trot by Roald Dahl, Robin Hood and There’s a Rang-tan in my Bedroom which started life as an Iceland advertisement! We also enjoy using Reading Plus to support our learning as well as using the beautiful books we have in our school.
We have been studying "Sam Wu is not Afraid of Ghosts" during our reading skills lesson. We have used our skills of: fact retrieval, prediction, inference and analysing language to answer a range of questions about the novel.
We loved reading it so much we asked Mrs Weightman to order us the rest of the books in the series and we have been really enjoying reading and quizzing on them during accelerated reading
By Katherine Rundell.
This term we have been lost in the Amazon with our exciting new novel, "The Explorer" by Katherine Rundell. Through this thrilling adventure we have developed our skills of inference and deduction, developed a sense of empathy with the characters, expressed our own points of views as well as unpicking the linguistic features of the text. We can't wait to read what happens next.
In the style of Katherine Rundell we wrote our own version of the chapter entitled "The Ruined City". Here is Thomas reading his own stunning composition...
The Boy at the Back of the Class
Our class novel for this term was 'The Boy at the Back of the Class,' which is about a young refugee boy named Ahmet, who has recently moved to the United Kingdom from Syria. Unfortunately, he has not received a warm welcome from some staff, parents and children. As part of our Reading Skills sessions we used our skills of inference and deduction to analyse different chapters as well as making our own predictions. Take a look at some of our fabulous written responses.