Early Reading, Phonics and Reading
Reading at Great Wishford C of E Primary (Including Early Reading/Phonics)
No challenge too big, no child too small- for with God nothing will be impossible (Luke 1:37)
Phonics (reading and spelling)
At Great Wishford School, we believe that all our children can become fluent readers and writers. This is why we teach reading through Little Wandle Letters and Sounds Revised, which is a systematic and synthetic phonics programme. We start teaching phonics in Reception and follow the Little Wandle Letters and Sounds Revised progression, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school.
As a result, all our children are able to tackle any unfamiliar words as they read. At Great Wishford School, we also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.
At Great Wishford School, we value reading as a crucial life skill. By the time children leave us, they read confidently for meaning and regularly enjoy reading for pleasure. Our readers are equipped with the tools to tackle unfamiliar vocabulary. We encourage our children to see themselves as readers for both pleasure and purpose.
Because we believe teaching every child to read is so important, we have a Reading Leader who drives the early reading programme in our school. This person is skilled at teaching phonics and reading, and they monitor and support our reading team, so everyone teaches with fidelity to the Little Wandle Letters and Sounds Revised programme.
Daily phonics lessons in Reception and Year 1
- We teach phonics for 20 minutes a day. In Reception, we build from 10-minute lessons, with additional daily oral blending games, to the full-length lesson as quickly as possible. Each Friday, we review the week’s teaching to help children become fluent readers.
- Children make a strong start in Reception: teaching begins in Week 2 of the Autumn term.
- We follow the Little Wandle Letters and Sounds Revised expectations of progress:
o Children in Reception are taught to read and spell words using Phase 2 and 3 GPCs, and words with adjacent consonants (Phase 4) with fluency and accuracy.
o Children in Year 1 review Phase 3 and 4 and are taught to read and spell words using Phase 5 GPCs with fluency and accuracy.
Daily Keep-up lessons ensure every child learns to read
- Any child who needs additional practice has daily Keep-up support, taught by a fully trained adult. Keep-up lessons match the structure of class teaching, and use the same procedures, resources and mantras, but in smaller steps with more repetition, so that every child secures their learning.
- We timetable daily phonics lessons for any child in Year 2 who is not fully fluent at reading or has not passed the Phonics Screening Check. These children urgently need to catch up, so the gap between themselves and their peers does not widen. We use the Little Wandle Letters and Sounds Revised assessments to identify the gaps in their phonic knowledge and teach to these using the Keep-up resources – at pace.
- Where appropriate, children in Year 3 to 6 who have gaps in their phonic knowledge when reading or writing, receives ‘catch-up’ lessons to address specific reading/writing gaps. These short, sharp lessons last 10 minutes and take place at least three times a week.
Teaching reading: Reading practice sessions three times a week
- We teach children to read through reading practice sessions three times a week. These:
o are taught by a fully trained adult to small groups of approximately six children
o use books matched to the children’s secure phonic knowledge using the Little Wandle Letters and Sounds Revised assessments and book matching grids on pages 11–20 of ‘Application of phonics to reading’
o are monitored by the class teacher
- Each reading practice session has a clear focus, so that the demands of the session do not overload the children’s working memory. The reading practice sessions have been designed to focus on three key reading skills:
o prosody: teaching children to read with understanding and expression
o comprehension: teaching children to understand the text.
- In Reception these sessions start in Week 4. Children who are not yet decoding have daily additional blending practice in small groups, so that they quickly learn to blend and can begin to read books.
- In Year 2 we continue to teach reading in this way for any children who still need to practise reading with decodable books.
- The decodable reading practice book is taken home to ensure success is shared with the family.
o Reading for pleasure books also go home for parents to share and read to children.
o We use the Little Wandle Letters and Sounds Revised parents’ resources to engage our families and share information about phonics, the benefits of sharing books, how children learn to blend and other aspects of our provision, both online and through workshops.
Additional reading support for vulnerable children
- Children in Reception and Year 1 who are receiving additional phonics Keep-up sessions read their reading practice book to an adult daily.
Ensuring consistency and pace of progress
- Every teacher in our school has the same expectations of progress. In KS1, we all use the same language, routines and resources to teach children to read so that we lower children’s cognitive load.
- Weekly content grids map each element of new learning to each day, week and term for the duration of the programme.
- Lesson templates, Prompt cards and How to videos ensure teachers all have a consistent approach and structure for each lesson.
- The Reading Leader and SLT use the Audit and Prompt cards to regularly monitor and observe teaching; they use the summative data to identify children who need additional support and gaps in learning.
Ensuring reading for pleasure
‘Reading for pleasure is the single most important indicator of a child’s success.’ (OECD 2002)
‘The will influences the skill and vice versa.’ (OECD 2010)
We value reading for pleasure highly and work hard as a school to grow our Reading for Pleasure pedagogy.
- We read to children every day. We choose these books carefully as we want children to experience a wide range of books, including books that reflect the children at Great Wishford School and our local community as well as books that open windows into other worlds and cultures.
- Every classroom has a book corner that encourages a love for reading.
- In Reception, children have access to the reading corner every day in their free flow time and the books are continually refreshed.
- Children from Reception onwards have a home reading record. The parent/carer records comments to share with the adults in school and the adults will write in this on a regular basis to ensure communication between home and school.
- The school library is made available for classes to use during the day. Children across the school have regular opportunities to engage with a wide range of Reading for Pleasure activities including book fairs, national events and author engagement.
Assessment is used to monitor progress and to identify any child needing additional support as soon as they need it.
- Assessment for learning is used:
o daily within class to identify children needing Keep-up support
o weekly in the Review lesson to assess gaps, address these immediately and secure fluency of GPCs, words and spellings.
- Summative assessment is used:
o every six weeks to assess progress, to identify gaps in learning that need to be addressed, to identify any children needing additional support and to plan the Keep-up support that they need.
o by SLT and scrutinised through the Little Wandle Letters and Sounds Revised assessment tracker, to narrow attainment gaps between different groups of children and so that any additional support for teachers can be put into place.
- Children in Year 1 sit the Phonics Screening Check. Any child not passing the check re-sits it in Year 2.
Ongoing assessment for catch-up
- Where appropriate, children in Year 2 to 6 are assessed through their teacher’s ongoing formative assessment as well as through the half-termly Little Wandle Letters and Sounds Revised summative assessments.
Phonics is a structured way of teaching children to read quickly and skillfully. Children are taught how to read letters or groups of letters (graphemes) by saying the sound(s) (phonemes) using their pure sounds.They can then begin to read words, captions and whole sentences by blending the sounds together.
At Great Wishford School we follow the Little Wandle Letters and Sounds scheme to teach phonics and early reading. Please see the Little Wandle link here for information and help for parents regarding: articulating pure sounds; our progression in teaching Grapheme Phoneme Correspondences (GPCs) in Reception; how we teach alien words, tricky words and blending; and how to support your child with reading. These documents also include information about the mnemonics we use (pictures to support identification); the phrase we use to describe how to pronounce the Grapheme as a phoneme; and the phrase we use to help children form the Grapheme.
For the Phonics Workshop PowerPoint and additional resources to help support your child with phonics and early reading at home, please see the Owl and robin class page.
At the end of Year 1, children are expected to complete the Key Stage 1 Phonics Screening Check. The purpose of the check is to confirm whether individual children have learnt decoding and blending skills to meet an age-appropriate standard. The screening contains 40 words, including a combination of real words and pseudo words. Children who do not meet the pass mark, retake the screening in Year 2.
- Reading with your child Reception
- Reading with your child Year 1
- Reading with your child Year 2
- Reading with your child Year 3
- Reading with your child Year 4
- Reading with your child Year 5
- Reading with your child Year 6