Teaching Reading and Phonics at Roding - Contents Intent Implementation and Impact Progression Map Scheme of work Overview
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Teaching Reading and Phonics at Roding Contents Intent Implementation and Impact Progression Map Scheme of work Overview
Reading intent
At Roding Primary, we aim for our children to be motivated to read for both study and
pleasure and become lifelong readers. We aim to create effective, efficient, accurate and
fluent readers across a wide range of contexts and throughout the curriculum. Through
reading rich and varied texts, we aim to develop deep comprehension skills, a wide
knowledge, a rich understanding and the ability to express themselves as critical and
creative thinkers.
Implementation
The Teaching of Reading
Clear expectations of the Implementation of reading will be communicated clearly to
teachers. Reading is a fundamental part of learning in the class. We have a range of ways in
which we teach, and promote reading across the school:
Teaching Opportunities Environment
• Clear direct teaching and • To be read to and with through • Book corners that are well used
facilitating class reading, guided reading, and used well. They will be
• Clear modelled/shared sessions individual reading. stimulating as well as being
• Learning will be presented • To have opportunities to read/ accessible and loved by
clearly to children. It will be be allowed to read –quietly and children, indoors and outdoors.
discussed, checked and aloud • Have access to the school
misconceptions will be • Texts that they are interested library
addressed. Teachers will be in/ are challenged by • Using story props, story sacks,
ambitious with their • Re-read favourites and be role play areas and displays to
expectations adapting their exposed to new texts which are enhance core books.
teaching accordingly with clear reflective of the children • Involving parents in
differentiation. • Opportunities to speak/role understanding the importance
• Regular access to the teacher play/orally rehearse of early literacy though parents’
• Clear direction about how to • Reading and listening to and workshops, shared library times,
improve joining in with a variety of letters, home – school
• Talking about texts in a deeper genres, for example, non- communication diaries and
way, so children engage in more fiction, poems, recorded stories, reading books. Where parents
challenging texts, scaffolding rhymes. do not attend, literature is given
their thinking • Opportunities and support to to them.
• Ensuring teachers have secure link their learning • Enrichment activities will be
pedagogy – e.g. early • Analysing texts and genres provided to develop pleasure in
reading/inference/book choice • Allowed to have some choices reading
through our coaching model around their reading materials • Protected Reading Daily
and INSET/Directed time • Using rich, high quality texts Reading Time for pleasure.
activities, teachers will develop that engage children and build Teachers will read to the
pedagogical understanding of on their interests build cultural children daily for pleasure using
reading; with support provided capital a core booklist of high quality
for those who need it. • Take home books regularly to texts.
• Having enthusiastic staff who read - a new coloured band • Visiting the borough libraries
share their passion and book, phonics book and a class/ • Lunchtime reading buddies This
excitement of books with library book once a week to consists of trained older
children.• Every child in reception reads at take home as well as access to children who read with the
least twice a week, in well ebooks on Bug Club and MYOn. younger children
planned, shared or guided • Ensure that reading materials, • Inviting outside Visitors-
reading sessions. These sessions at the early stages, are matched authors, poets and storytellers
provide opportunities for to children’s phonic skill. • Taking part in special days
children to learn from clearly • Children who persistently do World Book Day children are
modelled ‘reading behaviours’. not read at home, read more immersed in storytelling, book
• Children in reception read frequently with a member of workshops, book discussions
individually to the teacher staff in the setting. and have the opportunity to
using phonic and or banded • Opportunities to retell and to dress up as a book character
reading books every two weeks. act out stories using props and and share their favourite books.
• Reading records communicate story maps. • Reading assemblies weekly with
reading progress between home teachers sharing favourite
and school, and include books and songs linked to
teachers’ and parents’ stories.
feedback. Teachers record • Competitions
weekly. • Visiting Bookshops
• After school reading club
Phonics
Children in EYFS and KS1 have reading at the heart of their English lessons to develop
happy, healthy and curious learners who read confidently and independently. Roding
uses the ‘Letters and Sounds’ teaching programme and Jolly Phonics resources to ensure
that children are taught to read in a consistent and systematic way.
Nursery
!n nursery we use ‘Letters and Sounds.’ Our prime focus is phase one which concentrates
on developing children’s speaking and listening skills. This lays the foundation for the
phonics which is taught in phase 2 and supports linking sounds and letters together and
naming and sounding the letters of the alphabet.
Phase 1 concentrates on teaching children to become attuned to the different sounds
around them and being able to discriminate between them thus developing the later skill of
oral blending and segmenting.
Children will experience regular planned opportunities to listen and talk about what they
hear, see and do. This entails two carefully planned, adult led, phase 1 phonic activities per
week through a variety of games and activities including musical instruments and daily
singing opportunities. Practitioner modelling of speaking and listening is paramount and
integral to children’s development throughout phase one and is supported through the use
of ‘Every Child a Talker’ (ECAT)While there is an overlap between the aspects, the boundaries between each strand are flexible and are planned and integrated into the curriculum according to the developing needs of the children. Reception In Reception we use ‘Letters and Sounds.’ This enables children to develop secure reading and spelling skills. Teachers use the Jolly Phonics resources to support the children’s learning of Phonics in Reception. We use a multi-sensory approach which engages and involves all of our children. The Phonics tracker we have developed supports teacher’s ongoing assessments, identifies children who are not making progress, children making accelerated progress and therefore where targeted teaching is needed. (See the Nursery and Reception Phonics Overview) We begin the Reception year focusing on Phase 1 Phonics. Developing all 7 aspects through a range of planned activities to target the three specific strands: tuning into sounds (auditory discrimination), listening and remembering sounds (auditory memory and sequencing) and talking about sounds (developing vocabulary and language comprehension). In Reception we teach three sounds and three Rainbow Words per week. These lessons are planned using our sequence of learning, which can be found below, and the ‘Letters and Sounds’ suggested four-part lesson structure. Revisit and Review – Teach – Practise –Apply. The remaining two days per week are used to revise the sounds and words previously taught to ensure children are provided with opportunities to revisit their prior learning. This ultimately ensures throughout the week children are both learning more and remembering more. (Ofsted) Rainbow Words are used to teach the children their Common Exception and high frequency words. These words are colour coded for the children with 8 words in each set. Each set has words that are phonetically decodable and some tricky words for that phase. These tricky words are recognised by the star on them and children and parents are encouraged to not sound out these words. The words are organised in phase order from Letters and Sounds and then the next 200 tricky words. These words are introduced in Reception and are continued during KS1. The colour coding of each colour is used to aid the children's memory and are displayed in class and on word mats in their correct colours. Additional activities are planned during free flow play to support the children reading and writing these words. Once Phase 2 begins, we continue to embed a wealth of listening activities to revisit those skills taught in Phase 1. The purpose of Phase 2 is to teach new sounds and move children on from oral blending and segmentation to blending and segmenting with letters. By the end of
the phase, many children should be able to read some VC and CVC words and to spell them either using magnetic letters or by writing the letters on paper or on whiteboards. (L&S) By this stage we will begin to stream our children based on their assessment, which is carried out every half term. For three days per week, children will be taught whole class, acquiring new knowledge and for the final two they will be grouped, revisiting and revising at their specific level. Children across Reception, Year 1 and 2 take part in daily, streamed 20-minute phonics lessons to teach and develop word reading and writing skills. To support their phonic learning, children are also sent home with a phonic reading book which is matched to their phonic knowledge. In Year 1 during June, pupils take the National Phonics Screening Check. Children who do not sit or have not passed the test will undertake the test in June of the following year. Additional support is given to the children who have not passed the screening test. Further support is given in Year 3 with the children who have not mastered all the phonic phases. Phase 3 builds on the knowledge the children have acquired in Phase 2, introducing new phonemes and graphemes. Children also continue to practise CVC blending and segmentation in this phase and will apply their knowledge of blending and segmenting to reading and spelling simple two-syllable words and captions. (L&S) When Phase 4 begins, we focus on initial and final consonant blends to continue developing the skills needed for secure reading and spelling. The purpose of this phase is to consolidate children’s knowledge of graphemes in reading and spelling words containing adjacent consonants and polysyllabic words. (L&S) Key Stage 1 Phonics Year 1 Continue their phonics journey where they are assessed every half term to determine which stream they will need to be in. They will be assessed at key points throughout Key stage 1. They will build on phonic knowledge learned previously in the phases 1-4. They will be taught Phase 5 and parts of phase 6. The children will take the phonics screening test every June. In phase 5 the prime focus is around being able to read words with alternative graphemes. For those who fall behind there are additional phonics sessions alongside lessons.
In Year 2 Children primarily focus on consolidating Phase 5 and moving onto Phase 6 which leads to the spelling curriculum. Children will be taught strategies to hold the rules of spelling in their memories. The use of spelling journals to explore rules and aspects of grammar related to spelling will be promoted. Additional support in Phonics Across years 1-5, pupils are assessed in phonics. Those who are not making progress are closely monitored to work out where they are struggling and as a result then have further interventions to help them make accelerated progress or close the attainment gap In year 1 and 2, the assessments are completed on a termly basis and in years 3-6 children, who are working on a phonic programme will also be closely monitored on a four week basis. Impact The impact will be that children meet the academic milestones that are expected of them; making good or better progress from their starting points, knowing more and remembering more. Our curriculum helps our pupils develop into well rounded individuals who embody our values and carry with them the knowledge, skills and attitudes which will make them lifelong learners and valuable future citizens.
Reading Progression Map
Decoding -Read words accurately This concept involves decoding and fluency.
Pre Milestone - Decoding
• Reading- Decoding • Continues a rhyming string. • Knows that information can
• Enjoys rhyming and rhythmic • Hears and says the initial be retrieved from books and
activities. sound in words. computers.
• Shows awareness of rhyme • Can segment the sounds in • Continues a rhyming string.
and alliteration. simple words and blend • Hears and says the initial
• Recognises rhythm in spoken them sound in words.
words Recognises familiar • together and knows which • Can segment the sounds in
words and signs such as own letters represent some of simple words and blend
name and advertising logos. them. them
• Knows information can be • Links sounds to letters, • together.
relayed in the form of print. naming and sounding the • Links sounds to letters,
• Holds books the correct way letters of naming and sounding the
up and turns pages. • the alphabet. letters of the alphabet.
• Knows that print carries • Begins to read words and
meaning and, in English, is simple sentences. • Early Learning Goal
read from left to right and • Uses vocabulary and forms of • Children use their phonic
top to bottom. speech that are increasingly knowledge to write words in
• Uses talk to connect ideas, • influenced by their ways which match their
explain what is happening experiences of books. spoken sounds. They also
and anticipate what might • Enjoys an increasing range of write some irregular
happen next, recall and relive books. common words. They write
past experiences. simple sentences which can
• Uses intonation, rhythm and • Early Learning Goal be read by themselves and
phrasing to make the • Children read and • others. Some words are
meaning clear to others. understand simple spelt correctly and others
• Builds up vocabulary that sentences. They use phonic are phonetically plausible.
reflects the breadth of their knowledge to decode
• experiences. regular words and read
• Uses talk in pretending that them aloud accurately. They
objects stand for something also read some common
else in play, e,g, ‘This box is • irregular words. They
my castle.’ demonstrate understanding
when talking with others
about what they have read.
Pre Milestone Understanding Texts
• Listens to and join in with • Suggest how the story might • Looks at books
stories and poems, one-to- end. independently.
one and also in small groups. • Listens to stories with • Handles books carefully.
• Join in with repeated refrains increasing attention and • Knows information can be
and anticipates key events recall. relayed in the form of print.
and phrases in rhymes and • Describe main story settings,
stories. events and principal
• Beginning to be aware of the characters.
way stories are structured • Shows interest in illustrations
and print in books and print
in the environment.Milestone 1 Decoding
• Apply phonic knowledge and • Read other words of more • Read words containing
skills as the route to decode than one syllable that common suffixes.
words. contain taught GPCs. • Read most words quickly and
• Respond speedily with the • Read words with accurately, without overt
correct sound to graphemes contractions (for example, sounding and blending, when
(letters or groups of letters) I’m, I’ll, we’ll) and they have been frequently
for all 40+ phonemes, understand that the encountered.
including, where applicable, apostrophe represents the • Read aloud books closely
alternative sounds for omitted letter(s). matched to their improving
graphemes. • Read aloud accurately books phonic knowledge, sounding
• Read accurately by blending that are consistent with out unfamiliar words
sounds in unfamiliar words phonic knowledge and that accurately, automatically and
containing GPCs that have do not require other without undue hesitation.
been taught. strategies to work out words. • • Re-read books to build up
• Read common exception • Re-read these books to build fluency and confidence in
words, noting unusual up fluency and confidence in word reading.
correspondences between word reading.
spelling and sound and • Read accurately by blending
where these occur in the the sounds in words that
word. contain the graphemes
• Read words containing taught so far, especially
taught GPCs and –s, –es, – recognising alternative
ing, –ed, –er and –est sounds for graphemes.
endings. • Read accurately words of two
or more syllables that
contain the same graphemes
as above.
Milestone 1 Understanding Texts
• Discuss events. • Infer what characters are like • Recognise and join in with
• Predict events. from actions. (including role-play) recurring
• Link reading to own • Ask and answer questions language.
experiences and other books. about texts. • Explain and discuss
• Join in with stories or poems. • Discuss favourite words and understanding of texts.
• Check that reading makes phrases. • Discuss the significance of
sense and self-correct. • Listen to and discuss a wide the title and events.
range of texts. • Make inferences on the basis
of what is being said and
done.
Milestone 2 Decoding
• Apply a growing knowledge • Read further exception
of root words, prefixes and words, noting the spellings.
suffixes (etymology and • presentation contribute to
morphology). meaning.
Milestone 2 Understanding texts
• Draw inferences from reading. • Prepare poems and plays to read •Predict what might happen from
• Predict from details stated and aloud with expression, volume, tone details stated and implied.
implied. and intonation. •Identify main ideas drawn from
• Recall and summarise main ideas. more than one paragraph and
summarise these.• Discuss words and phrases that • Identify recurring themes and •Identify how language, structure
capture the imagination. elements of different stories (e.g. and presentation contribute to
• Retrieve and record information good triumphing over evil). meaning.
from non-fiction, using titles, • Recognise some different forms of •Ask questions to improve
headings, sub-headings and indexes. poetry. understanding of a text.
•Explain and discuss understanding
of reading, maintaining focus on the
topic.
• Draw inferences such as inferring
characters’ feelings, thoughts and
motives from their actions, and
justifying inferences with evidence.
Milestone 3 Decoding
• Apply knowledge of root
words, prefixes and suffixes.
• Read age-appropriate books with
confidence and fluency (including
whole novels).
(Note: this should be through normal
reading rather than direct teaching.)
Milestone 3 Understanding texts
• Recommend books to peers, • Check that the book makes • Identify how language,
giving reasons for choices. sense, discussing understanding and structure and presentation contribute
• Identify and discuss themes exploring the meaning of words in to meaning.
and conventions in and across a context. • Discuss and evaluate how
wide range of writing. • Ask questions to improve authors use language, including
• Make comparisons within understanding. figurative language, considering the
and across books. • Draw inferences such as inferring impact on the reader.
• Learn a wide range of poetry characters’ feelings, thoughts and • Retrieve and record
by heart. motives from their actions, and information from non-fiction.
• Prepare poems and plays to justifying inferences with evidence. • Participate in discussion about
read aloud and to perform, showing • Predict what might happen books, taking turns and listening and
understanding through intonation, from details stated and implied. responding to what others say.
tone and volume so that the • Summarise the main ideas • Distinguish between
meaning is clear to an audience. drawn from more than one statements of fact and opinion
paragraph, identifying key details • Provide reasoned
that support the main ideas. justifications for views.You can also read
