Stonham Aspal C of E VA Primary School

Stonham Aspal C of E VA Primary School

Life at Stonham Aspal C of E VA Primary School Life at Stonham Aspal C of E VA Primary School Life at Stonham Aspal C of E VA Primary School Life at Stonham Aspal C of E VA Primary School Life at Stonham Aspal C of E VA Primary School Life at Stonham Aspal C of E VA Primary School Life at Stonham Aspal C of E VA Primary School Life at Stonham Aspal C of E VA Primary School

How we teach reading

Our Approach to Reading and Phonics

Phonics

We are applying the synthetic phonics approach to phonics teaching, so as to provide a brisk, systematic, rigorous and enjoyable approach to the learning and teaching of the 44 phonemes.

In the Foundation Stage children are predominantly taught through the ‘Letters and Sounds: Principles and Practice of High Quality Phonics’ (DCSF), supported by: the Jolly Phonics programmes; ‘Sounds and Letters’ programme designed to run alongside the OUP Floppy’s Phonics materials; rhymes, songs, poems, stories, games and participation in rhyming and rhythmic activities. The main focus is to link the sounds to the letters of the alphabet and graphemes. Children are taught to use phonic knowledge to blend and segment words for reading and writing. They are also taught that some words are not phonetically correct and are therefore learnt as ‘tricky’ words.

In Year 1, children continue to develop phonic knowledge through the DCSF ‘Letters and Sounds’ programme, supported by the use of the ‘Sounds and Letters’ programme designed to run alongside the OUP Floppy’s Phonics scheme.

In Year 2 discreet phonic sessions continue. The ‘Letters and Sounds’ programme is continued in conjunction with the ‘Sounds and Letters’ programme designed to run alongside the OUP Floppy’s Phonics materials. An emphasis is placed on phonic knowledge during reading. More able children begin to learn spelling rules and children who are off track have intervention targeting the phases and areas of ‘Letters and Sounds’ where they are struggling.

In Key Stage 2, phonics is revisited and revised to assist with blending and segmenting when reading and to support knowledge of spelling rules when writing. This can take place as part of a Literacy session, or as a separate activity. Children who are off track continue to receive intervention targeting the phases and areas of ‘Letters and Sounds’ where they are struggling.

BookWorm by TomBrough - cartoon worm with over sized glasses reading a book

Reading

In the Foundation Stage children’s reading is taught through the phonics activities mentioned above. They experience a variety of text types and are encouraged to understand the elements of a story. Children sequence parts of a shared story and discuss what they know about the characters.

During Key Stage 1 the children are encouraged to form an interest in and take pleasure from a variety of text types. They are taught a range of strategies to decode words, with an emphasis on phonological knowledge and word building skills. They are encouraged to express their opinions about the books they read, giving reasons for their answers and indicate their comprehension of texts through adult questioning and group discussion.

Throughout Key Stage 2 the children will be encouraged to read independently and for the intrinsic enjoyment of reading. They read a range of texts and materials and use their knowledge of words, sentences and texts to form an understanding and make appropriate responses. They have opportunities to read a variety of text types, varying in length, genre and complexity, to provide them with sufficient challenge.

There are a variety of scheme books including Oxford Reading and Fast Lane, which support and consolidate developing reading skills. Year groups have access to sets of books which challenge and help provide a diverse range of reading. Individual class libraries are well-stocked with books for the children to use.

Children read with an adult regularly. This varies depending upon the age and ability of the child. The types of reading include group reading, guided reading, individual reading and independent reading, as appropriate, depending upon the child, text and learning objectives.

Yearly assessment is in the form of SATs at Years 2 and 6, and optional SATs in Years 3, 4 and 5. Teachers make formative and summative assessments based on an adapted version of the APP materials.

For ideas of books for your children to read please click on the link below which will take you to the Book Trust website which has reading recommendations for all age groups.

http://www.booktrust.org.uk/books/children/100-best-books/