Reading and Phonics
Intent
At Gainford C of E Primary School, we value reading as a key life skill, and are dedicated to enabling our pupils to become lifelong readers. Reading is at the heart of our curriculum and we strongly promote reading for pleasure, both at home and at school, aspiring for all children to have a love of all things reading. To celebrate children’s achievements in reading and phonics we dedicate time within our weekly collective worship, encourage children to fill their reading bookmark in exchange for rewards and a book. We strive to develop children’s confidence and resilience through our English curriculum. We believe reading is key for academic success and so to ensure we have a holistic approach to the teaching of reading, we implement the following.
Implementation
Implementation
At Gainford C of E Primary School, we use a highly structure, synthetic phonics programme called Sounds-Write. Sounds -Write is a quality first phonics programme with a comprehensive system with which to teach reading, spelling and writing. Pupils are first introduced to Sounds-Write in YR, this is then extended upon in Y1 & Y2 and fine-tuned throughout the rest of Key Stage 2. Sounds-Write is acknowledged by the DfE as meeting ALL its criteria for an effective phonics teaching programme and has been validated by the DfE.
Sounds-Write is effective in teaching pupils to read, spell and write because it starts from what all children know from a very early age – the sounds of their own language. From there, it takes them in carefully sequenced, incremental steps and teaches them how each of the 44 or so sounds in the English language can be spelt.
The words used in the teaching process and the conceptual knowledge of how the alphabet code works are introduced from simple to complex, in accordance with the fundamental principles of psychological learning theory. For example, at the start, simple, mutually implied (one sound, one spelling) CVC words (consonant, vowel, consonant) only are introduced. Pupils quickly learn to read and spell words such as ‘mum’, ‘dog’, ‘jam’ and ‘sit’. When all the single-letter sound-spelling correspondences have been introduced and established, Sounds-Write initiates the concept that the sounds ”, ”, ” and ” can be spelt with the two letter-spellings ”, ”, ” and ”, respectively.
As the programme progresses, the complexity of one-syllable words is carefully increased through a variety of VCC, CVCC, CCVC, CCVCC and CCCVC words, such as, for example, ‘elf’, ‘hand’, ‘swim’, ‘trust’ and ‘scrub’.
After this, pupils’ understanding of the concept ‘two letters – one sound’ is further developed through the introduction of the most common consonant two-letter spellings:, sh, ch and th in words like ‘shop’, ‘chimp’ and ‘thin’, for example.
Finally, two, three and four letter spellings of the vowels are introduced and pupils are taught how to read and spell polysyllabic words, starting with simpler words (such as ‘bedbug’) and gradually moving to the more complex (such as ‘mathematical’).
All of this is taught within a well-structured, incremental and coherent framework based on the knowledge – both conceptual and factual (see below) – on which the alphabet principle and thus the writing system is based and the three key skills needed to enable learners to use the principle effectively.
Our approach teaches the conceptual understanding needed to become an effective reader:
Sounds-Write is effective in teaching pupils to read, spell and write because it starts from what all children know from a very early age – the sounds of their own language. From there, it takes them in carefully sequenced, incremental steps and teaches them how each of the 44 or so sounds in the English language can be spelt.
The words used in the teaching process and the conceptual knowledge of how the alphabet code works are introduced from simple to complex, in accordance with the fundamental principles of psychological learning theory. For example, at the start, simple, mutually implied (one sound, one spelling) CVC words (consonant, vowel, consonant) only are introduced. Pupils quickly learn to read and spell words such as ‘mum’, ‘dog’, ‘jam’ and ‘sit’. When all the single-letter sound-spelling correspondences have been introduced and established, Sounds-Write initiates the concept that the sounds ”, ”, ” and ” can be spelt with the two letter-spellings ”, ”, ” and ”, respectively.
As the programme progresses, the complexity of one-syllable words is carefully increased through a variety of VCC, CVCC, CCVC, CCVCC and CCCVC words, such as, for example, ‘elf’, ‘hand’, ‘swim’, ‘trust’ and ‘scrub’.
After this, pupils’ understanding of the concept ‘two letters – one sound’ is further developed through the introduction of the most common consonant two-letter spellings:, sh, ch and th in words like ‘shop’, ‘chimp’ and ‘thin’, for example.
Finally, two, three and four letter spellings of the vowels are introduced and pupils are taught how to read and spell polysyllabic words, starting with simpler words (such as ‘bedbug’) and gradually moving to the more complex (such as ‘mathematical’).
All of this is taught within a well-structured, incremental and coherent framework based on the knowledge – both conceptual and factual (see below) – on which the alphabet principle and thus the writing system is based and the three key skills needed to enable learners to use the principle effectively.
Our approach teaches the conceptual understanding needed to become an effective reader:
- that letters are spellings of sounds: visual language is a representation of spoken language
- that a spelling can contain one, two, three, or four letters – examples are: s a t, f i sh, n igh t and w eigh t
- that there is more than one way of spelling most sounds: the sound ‘ae’, spelt as in ‘name’, can be represented as in ‘table’, in ‘rain’, in ‘eight’, in ‘play’, and so on
- that many spellings can represent more than one sound: can be the sound ‘e’ in ‘head’, ‘a-e’ in ‘break’, or ‘ee’ in ‘seat’.
Within this conceptual framework, we teach the factual knowledge required to become an effective reader and speller: the approximately 176 spellings that represent the 44 or so sounds in English, starting with the most simple one-to-one correspondences.
Reading and spelling also requires expertise in the skills necessary to make use of the alphabet code and pupils need to be able to:
Reading and spelling also requires expertise in the skills necessary to make use of the alphabet code and pupils need to be able to:
- segment, or separate sounds in words
- blend, or push sounds together to form words
- manipulate sounds: take sounds out and put sounds into words.
Sounds-Write provides opportunities for practising these skills on an everyday basis until pupils achieve the automaticity required for fluent reading and spelling.
If you would like to learn more about our approach to phonics, please register for the online course, free for everyone! Click here to see the course and register online!
Sounds Write Parents & Carers
Sounds Write A Guide for Parents
Impact
Through the teaching of systematic phonics, our aim is for children to become fluent readers by the end of Key Stage One. This way, children can focus on developing their fluency and comprehension as they move through the school. Attainment in reading is measured using the statutory assessments at the end of Key Stage One and Two. These results are measured against the reading attainment of children nationally. Attainment in phonics is measured by the Phonics Screening Test at the end of Year 1. However, we firmly believe that reading is the key to all learning and so the impact of our reading curriculum goes beyond the results of the statutory assessments. We give all children the opportunity to enter the magical worlds that books open up to them. We promote reading for pleasure as part of our reading curriculum. Children are encouraged to develop their own love of genres and authors and to review their books objectively. This enhances a deep love of literature across a range of genres, cultures and styles.
Reading
Reading
We are very lucky to have a wide range of reading books in our new school library. All children from Pre-School to Year 6 choose a reading / library book to take home and this book is changed weekly. For our Upper Key Stage Two children, who are reading lengthier books, these are changed as and when required. In addition to our new school library, children in Year 2 to Year 6 have access to Accelerated Reader which the school has recently purchased. This is aimed to promote a love of reading whilst assessing children’s reading skills at the same time.
EYFS / Key Stage 1 Home Reading Books (Pre-School – Year 2)
Children in Reception and Year 1, who are not yet accessing the Accelerated Reader programme, will work through our school reading scheme – these are levelled books which match the children’s current reading age and phonics ability.
In Reception & KS1, children read and re-read their Dandelion or Sounds-write decodable reader independently. Decodable readers are used when learning to read and only contain the phonetic code that the children have been exposed to. This means that the children are able to read most of the words by applying their phonics. This success in reading builds confidence and helps instil a love of reading. It also helps to consolidate the skills and sounds learnt from the Sounds-Write phonics sessions and supports the development of good reading strategies. This in turn helps to build reading fluency. Decodable readers will be given to the children throughout their time in EYFS, Year 1 and for most of Year 2 until the child has been exposed to most of the phonetic code.
We encourage family at home to read these books with their child regularly and make comments in their child’s reading record. Children progress through the reading levels is again closely tracked and once the reach the higher levels of the KS1 reading scheme they are moved onto the Accelerated reader program which enables us to match them on the correct level books whilst also tracking their comprehension of what they read.
Teachers also complete regular assessments and plot children onto a tracking grid, which ensures children are grouped appropriately in phonics.
Parent support is much appreciated in improving reading and parents can help by listening to their child/children read regularly. We ask that parents sign and write a very short comment in their child’s reading record each time they hear them read. Children are rewarded with stickers every time they read and when they reach a certain number of stickers the children will receive a reward in collective worship.
Children in Reception and Year 1, who are not yet accessing the Accelerated Reader programme, will work through our school reading scheme – these are levelled books which match the children’s current reading age and phonics ability.
In Reception & KS1, children read and re-read their Dandelion or Sounds-write decodable reader independently. Decodable readers are used when learning to read and only contain the phonetic code that the children have been exposed to. This means that the children are able to read most of the words by applying their phonics. This success in reading builds confidence and helps instil a love of reading. It also helps to consolidate the skills and sounds learnt from the Sounds-Write phonics sessions and supports the development of good reading strategies. This in turn helps to build reading fluency. Decodable readers will be given to the children throughout their time in EYFS, Year 1 and for most of Year 2 until the child has been exposed to most of the phonetic code.
We encourage family at home to read these books with their child regularly and make comments in their child’s reading record. Children progress through the reading levels is again closely tracked and once the reach the higher levels of the KS1 reading scheme they are moved onto the Accelerated reader program which enables us to match them on the correct level books whilst also tracking their comprehension of what they read.
Teachers also complete regular assessments and plot children onto a tracking grid, which ensures children are grouped appropriately in phonics.
Parent support is much appreciated in improving reading and parents can help by listening to their child/children read regularly. We ask that parents sign and write a very short comment in their child’s reading record each time they hear them read. Children are rewarded with stickers every time they read and when they reach a certain number of stickers the children will receive a reward in collective worship.
- 25 stickers = a certificate / pencil
- 50 stickers = a pen
- 75 stickers = a badge
- 100 stickers = a book of their choice.
Key Stage 2 Independent Reading Books (Year 3 – Year 6)
From Year 2 (KS1) onwards, children use the Accelerated Reader program to track progress and encourage them to read. Teachers plan time for children in Years 2-6 to be tested using the Accelerated Reader program. Once children have completed reading an AR book, they must take an online quiz. When children have completed 3 quizzes and scored 85% or higher, they then move onto the next level. Teachers must assess children regularly against the Reading Key Performance Indicators (in Years 2-6). Online Star tests identify children’s current reading levels and guide children to choosing books at an appropriate level. These regular assessments inform planning and allow teachers to identify any gaps in learning.
From Year 2 (KS1) onwards, children use the Accelerated Reader program to track progress and encourage them to read. Teachers plan time for children in Years 2-6 to be tested using the Accelerated Reader program. Once children have completed reading an AR book, they must take an online quiz. When children have completed 3 quizzes and scored 85% or higher, they then move onto the next level. Teachers must assess children regularly against the Reading Key Performance Indicators (in Years 2-6). Online Star tests identify children’s current reading levels and guide children to choosing books at an appropriate level. These regular assessments inform planning and allow teachers to identify any gaps in learning.
Children take part in weekly Guided Reading sessions, both in small groups and as a whole class, where children are exposed to a range of different texts and can demonstrate their understanding and thinking behind these. In addition to this, children have daily individual reading session, either independently or reading to a member of staff.
Question stems and learning objectives are used to inform questions based on the class text and a series of reading questions relating to the VIPERS, appropriate to the guided reading text are carefully planned.
Question stems and learning objectives are used to inform questions based on the class text and a series of reading questions relating to the VIPERS, appropriate to the guided reading text are carefully planned.
Children take part in weekly Guided Reading sessions, both in small groups and as a whole class, where children are exposed to a range of different texts and can demonstrate their understanding and thinking behind these. In addition to this, children have daily individual reading session, either independently or reading to a member of staff.
Question stems and learning objectives are used to inform questions based on the class text and a series of reading questions relating to the VIPERS, appropriate to the guided reading text are carefully planned.
Question stems and learning objectives are used to inform questions based on the class text and a series of reading questions relating to the VIPERS, appropriate to the guided reading text are carefully planned.
- A list of linked vocabulary which appears in the class text is also taught.
- Each classroom will have a selection of books, both fiction and non-fiction, in their classroom which are directly linked with the class topic. This offers opportunities for the children to apply their reading skills across the curriculum.
- Children are read to each day by their class teacher. These story times texts have been mapped out in accordance to their age, interests, curriculum links and classic literature.
- Weekly, children have the opportunity to take part in ‘Reading Buddies’, in which children mix with other children from different year groups and share a book together.
- By the time children leave Ingleton C of E they are competent readers who can recommend books to their peers, have a thirst for reading a range of genres including poetry, and participate in discussions about books, including evaluating an author’s use of language and the impact this can have on the reader.
Useful Resources
Book Chat
Reading with your child can support them in developing a love of reading. The OU have produced some useful guides and videos to support parents with this.
Reading with your child can support them in developing a love of reading. The OU have produced some useful guides and videos to support parents with this.
Supporting Readers at Home
A Book Chat Guide
A Book Chat Poster
Top Ten Storytimes to Enjoy 3-7 Years Old
Top Ten Storytimes 7-11 year olds
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