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Early Reading Approach Worsbrough Common Primary School

At Worsbrough Common Primary 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 Nursery 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 Worsbrough Common Primary 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

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.

NURSERY

We provide a balance of child-led and adult-led experiences for all children that meet the curriculum expectations for ‘Communication and language’ and ‘Literacy’. These include: sharing high-quality stories and poems , learning a range of nursery rhymes and action rhymes , activities that develop focused listening and attention, including oral blending o attention to high-quality language. · We ensure Nursery children are well prepared to begin learning grapheme-phoneme correspondences (GPCs) and blending in Reception.

FOUNDATION STAGE 2 AND YEAR 1

We teach phonics for 30 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:

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.

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.

THE PROCESS OF INTRODUCNG A NEW SOUND REFLECTS THE FOLLOWING STRUCTURE

Reading Practise Sessions

We teach children to read through reading practice sessions three times a week. These are taught by a fully trained adult to small groups of approximately six children. Books are matched to children's secure phonics knowledge using Little Wandle's Revised assessments and are monitored by the class teacher who rotates and works with each group on a regular basis.

· 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: Decoding, Prosody and Comprehension

· 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 and 3, we continue to teach reading in this way for any children who still need to practise reading with decodable books.

‘Reading for pleasure is the single most important indicator of a child’s success.’ (OECD 2002)

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 our children and our local community as well as books that open windows into other worlds and cultures. Every classroom has an inviting book corner that encourages a love for reading. We curate these books and talk about them to entice children to read a wide range of books. In Nursery/Reception, children have access to the reading corner every day in their free flow time and the books are continually refreshed. In EYFS and Year 1 bedtime story packs are sent home weekly to foster a love of reading.

Working with Parents/Carers

Parents are partners in their child’s educational journey and are invited to phonics training sessions when their child joins Foundation Stage and again when they join Year 1. These sessions are used to support parents in gaining knowledge and understanding of how phonics is taught so that they have the skills to support phonics and early reading and writing at home.
Common exception words are taught in Year 1 and Year 2 and are assessed for both reading and writing at the formal school assessment points.
Year 1 Common Exception Words
Year 2 Common Exception Words

Credits:

Created with images by Jonathan Borba - "untitled image" • Annie Spratt - "Guess How Much I Love You"