EYFS

In Nursery, Phase One of Letters and Sounds is taught which concentrates on developing children’s speaking and listening skills and lays the foundations for the phonic work which starts in Phase 2. The emphasis during Phase 1 is to get children attuned to the sounds around them and ready to begin developing oral blending and segmenting skills. Phase 1 is divided into seven aspects. Each aspect contains three strands: Tuning in to sounds (auditory discrimination), Listening and remembering sounds (auditory memory and sequencing) and Talking about sounds (developing vocabulary and language comprehension).

In Phase 2, letters and their sounds are introduced one at a time in a sequential order. A letter is taught each week from the spring term. As soon as letters are introduced, children will be encouraged to use their knowledge of the letter sounds to blend and sound out words.

In Reception, children quickly consolidate letter-sound correspondence introduced in Nursery and begin word level blending and segmenting. Every day a new letter sound is learned through the use of colourful mnemonic picture cards, rhymes, chants and props to bring the lessons alive. There is plenty of opportunity for partner work and celebrating learning. Children master the following skills of auditory blending and segmenting, letter-sound correspondence, word-level blending and sound spelling.

From the spring term, children engage in small guided reading session four times a week. In these sessions children have the opportunity to read as a group, with a partner and independently, developing essential early reading skills.

In Nursery and Reception we have books in all areas of the class to develop a culture and love of books. In Literacy we teach and read a whole class text in a three week cycle using Pie Corbett Talk for Writing. We use these books as core curriculum focus whereby it links to all areas of the curriculum.

Key Stage 1 & 2

Reading in our school aims to promote the love for reading and create fluent and confident readers by the end of year 6. In KS1 and 2, children have the opportunity to read a range of carefully selected fiction, non-fiction and poetry texts. Reading is taught explicitly four times a week, in small groups, to support the development of early reading skills. The expectations for each day are outlined below:

Key Stage 1

Day 1:

Sessions begin with handwriting practice with common exception words. Next is a phonics session reviewing sounds already learnt, followed by auditory blending (say-it-fast) and auditory segmentation (break-it-down) of words containing known sounds. 6 green words are reviewed on cards for children to stretch and read. A new sound is introduced in which children hear the sound, say the sound, see the sound and then read words containing the new sound. Children have the opportunity to practice writing the sound identifying special friends. Children are then introduced to a focused reading text in which they preview and predict elements of the text. Children are introduced to green and red words and practice with partners. Children then engage in a guided reading session, followed by discussion questions and a review of the word wall.

Vocab activity: Introduce new vocabulary using my turn, your turn and encourage children to generate actions which support them with understanding the definition of the key word in the context of the text.

Day 2 & 3:

Sessions begin with handwriting practice with common exception words. Next is a phonics session reviewing sounds already learnt, followed by auditory blending (say-it-fast) and auditory segmentation (break-it-down) of words containing known sounds. 6 green words are reviewed on cards for children to stretch and read. Children review the new sound taught the previous session and practice spelling words containing the sound. Children then practice their handwriting linking to the focus sound. Children then review the group text, adult models focus reading strategy. Children practice reading the green and red words with a partner and then read the text with their partner and answer comprehension questions to develop a particular skill.

Vocab activity: Recap new vocabulary using my turn, your turn and take turns reading with partners. Children to complete application tasks based around language such as: odd one out, matching pictures to words, finding synonyms, which is the correct definition.

Day 4:

Sessions begin with handwriting practice with common exception words. Next is a phonics session reviewing sounds already learnt, followed by auditory blending (say-it-fast) and auditory segmentation (break-it-down) of words containing known sounds. 6 green words are reviewed on cards for children to stretch and read. A new sound is introduced in which children hear the sound, say the sound, see the sound and then read words containing the new sound. Children have the opportunity to practice writing the sound identifying special friends. Adult re-models focus reading strategy before children practice with their partner reading green and red words and then read group text independently. Whilst reading children will be asked to complete a fluency test. Children will independently answer comprehension questions.

Regular assessments are used to inform children’s book band level to ensure that the appropriate home reader books are available to them and they are in the appropriate reading group.

Vocab activity: Recap new vocabulary and children to complete assessment tasks based around language such as: using key words in sentences generated by the children, cloze activities where children insert the missing word and matching words to the correct definition.

Key Stage 2

Day 1:

Vocab activity: Years 3-4 begin by unpicking a range of new vocabulary words based on the pages/chapters that will be covered in the lesson.  Teachers identify unknown vocabulary for the children and carry out an activity around finding the unknown word’s definition by identifying its word class and using the context of the sentence/chapter to help.

Extract activity: Years 5-6 begin by unpicking an extract taken from a variety of different fiction texts. They clarify the meaning of unknown words through context and discuss the power of language and authorial choices of the extract.

Children then read selected pages from their reading book as a group, and answer comprehension questions based on what they have read. This encourages children to discuss what they have read, summarise, unpick language and retrieve information.

Day 2:

Vocab activity: Years 3-4 begin by unpicking a range of new vocabulary words based on the pages/chapters that will be covered in the lesson.  Teachers identify unknown vocabulary for the children and carry out an activity around finding the unknown word’s definition by identifying its word class and using the context of the sentence/chapter to help.

Extract activity: Years 5-6 begin by unpicking an extract taken from a variety of different fiction texts. They clarify the meaning of unknown words through context and discuss the power of language and authorial choices of the extract.

Children then read selected pages from their reading book with their partner, and answer comprehension questions based on what they have read. This encourages children to discuss what they have read, summarise, unpick language and infer characters’ thoughts and feelings, before using the plenary time to go through their answers and self-correct where necessary.

Day 3:

Vocab activity: Years 3-4 begin by unpicking a range of new vocabulary words based on the pages/chapters that will be covered in the lesson.  Teachers identify unknown vocabulary for the children and carry out an activity around finding the unknown word’s definition by identifying its word class and using the context of the sentence/chapter to help.

Extract activity: Years 5-6 begin by unpicking an extract taken from a variety of different fiction texts. They clarify the meaning of unknown words through context and discuss the power of language and authorial choices of the extract.

Children then read selected pages from their reading book independently, and answer a ‘test it’ based on what they have read. This encourages children to become a more independent reader, whereby they analyse as they read. They will then be required to answer questions using a range of skills developed throughout the week, such as:  summarise, define language, infer characters’ thoughts and feelings and predict what may happen next using evidence. During this lesson, children are also required to complete a fluency assessment whereby they read a passage for a minute and record how many words they were able to read. This is an opportunity for children to also be assessed on how well they can read with expression, reflect the punctuation and develop their speaking and listening skills. The ‘test it’ is then marked in depth by the teacher and key skills which require further support and development are identified so that planning and teaching is more meaningful.

In order to ensure that all fundamentals have been fully met by the end of each academic year, teachers focus on a different skill each week (eg. inference, deduction, purpose and evaluation, word meaning, prediction, fluency etc…) in the autumn term. This means that by spring, the children are ready to answer a range of question types and develop these further throughout each week.

Day 4:

Extract activity: All year groups unpick an extract taken from a variety of different fiction texts. They clarify the meaning of unknown words through context and discuss the power of language and authorial choices of the extract.

The class analyse the marking from their previous Test It lesson. Chilfren will then use this lesson to focus on a section of text that they are unfamiliar with. This will give children a chance to apply their reading skills and decipher a text that they have not been able to previously practice or rely too heavily upon context specific knowledge. Children will then work independently to apply their skills, analyse questions and decide on the appropriate approach to answer each question. The second half of the lesson, will be based around the class coming together to unpick the text and discuss the classes’ strengths and needs.

Texts for interventions and guided group sessions:

Reading at home

Nursery home reading promotes the love of reading through well-known children’s story books, where families have the opportunity to read and enjoy these stories together. Books are sent home every Tuesday and Friday.

Children in reception, year 1 and year 2 take home phonetically decodable texts that matches the phonics teaching they are receiving in class and the book band level they have been assessed at. Books are sent home every Tuesday and Friday. Parent workshops support parents developing strategies to help their children read at home. Children and families record the text name and what is read in the reading log.

In Ks2, children use the accelerated reader programme to self-select level appropriate books based on their accelerated reader test scores. Children have access to the computing suite at lunch time and during their classes accelerated reader session to complete tests when they have finished their book.

Accelerated Reading Session

The first half of the reading session focuses on listening to the children read, assessing, supporting the home reading system and running interventions. During this time the children read independently and have the opportunity to take an accelerated reader test and change their book.

The second half of the session is with a focus on promoting a love for reading. This will give children the important opportunity to discuss the impact different books have had upon their reading experience and to recommend and share books with one another. It is the perfect time for the class to come together and explore the fantastic texts coming from both home and each classroom’s bookshelves. By reading a part of the text together, we aim to encourage children to experience various reading genres and authorial styles and hope that they will chose to continue reading texts that have been shared and peaked their interest.

Supporting Reading at Home

For ideas on how to support your child’s reading at home, please click on the links below. This will also provide you with some book ideas to share with your children over the holidays.

Key Stage 1 (Reception, Year 1 & 2)

Key Stage 2 (Years 3 to 6)

Whole School Texts

To view an overview of our focus texts from Nursery through to Year 6, please click on the link below.

Whole School Reading Text Overview