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Ward Green Primary Early reading approach

Synthetic phonics has been proven to be the most effective approach to developing early reading proficiency and at Ward Green we believe this is the best way to introduce children to the joy of reading.
Throughout school we strive to encourage a rounded approach to reading where phonics skills are applied to increase fluency and improve comprehension. Our reading books are levelled to match the progression in phonics in order to offer children a range of fiction and non-fiction texts to challenge them at an appropriate level to ensure accelerated learning.

Foundation Stage 2 Expected child

Year 1 expected child

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.
We follow a bespoke phoneme-led system that enables all children to make connections between the sounds they hear and the letters that represent these sounds. We have developed a consistent approach across the school that utilises a range of resources and pedagogy based on the Read Write Inc. system but is adapted to suit the needs of our pupils.
Daily phonics sessions are introduced in FS1, with a focus on listening games and distinguishing between sounds. We understand that these skills are vital and should continue to be developed throughout KS1 and KS2. This skill develops children’s abilities to listen to, make, explore and talk about sounds.
THE PROCESS OF INTRODUCING A NEW SOUND REFLECTS THE FOLLOWING STRUCTURE;
At Ward Green we follow the Read Write Inc sound order.
We introduce the irregular words in the following order (RWinc)
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 2...
As children build up their knowledge of sounds they are able to apply their decoding skills to any unfamiliar word may it be real or nonsense. During lessons children practice their decoding skills by sounding out the letters in ‘alien words/ nonsense words’. Children are unable to rely on existing knowledge of real words, and instead have to use their grapheme-phoneme knowledge.

At WGPS we believe an understanding of technical language is important and should be modelled by those teaching phonics sessions. Children are introduced to and encouraged to use the correct terminology when discussing phonics.Our aims are that all children should use phonics as their primary strategy for decoding words in order to read and subsequently use this strong foundation and other strategies in order to develop a life-long love for reading.

Our aims are that all children should use phonics as their primary strategy for decoding words in order to read and subsequently use this strong foundation and other strategies in order to develop a life-long love for reading.

Credits:

Created with images by Hope House Press - Leather Diary Studio - "notebooks-cambridge" • Ben White - "untitled image" • WokinghamLibraries - "picture books subject" • WokinghamLibraries - "picture books subject" • WokinghamLibraries - "picture books subject" • WokinghamLibraries - "picture books subject" • WokinghamLibraries - "picture books subject" • Josh Applegate - "untitled image"