Phonics and Reading Schemes
Children have opportunities to read for a range of purposes on paper and on screen. We use a variety of different schemes when teaching reading skills including: Little Wandle Letters and Sounds Revised Accelerated Reader and Project X. The children are taught different reading skills in each session based on the Reading Contents Domains: skimming, scanning, summarising, predicting, decoding/encoding, vocabulary, retrieval, inference and deduction, identify/ explain how information/narrative content is related and contributes to meaning as a whole, identify/explain how meaning is enhanced through choice of words and phrases, make comparisons within the text. The overarching aim of all reading activities is for children to interact with the text and make sense of what they are reading. Long-term, we would like to instil a love for reading in all our children and ensure that they become life-long readers. To further instil the love for reading, all children from Nursery to Year 6 have a School Library slot every week during which they can browse and read books, as well as take home a book of their choice.
Additionally, all children from Years 2-6 use Accelerated Reader (reading quizzes) and Star Reading (half-termly assessments). A small number of able readers in Year 1 who can access AR, also take part in this reading programme. A wide range of both fiction and non-fiction books are stored centrally in the KS1, Lower KS2 and Upper KS2 communal areas. The AR ranges cover books within a reading age of 5-15 years old and include: picture books, mysteries, action and adventure, short chapter books, longer novels, classics, detective series, history, biographies, comics, fairy tales and fantasy, diaries, drama and poetry. All children are encouraged to read daily at home for 30-45 minutes (KS2) and 20 minutes (KS1). This is on top of the daily reading sessions they have in class. Once a child has finished reading their ZPD-range book (AR), they must complete a quiz on this book – ideally within 24 hours. The pass rate for each quiz is 60%, however, all children are encouraged to aim for at least 70% in each quiz. Weekly, each class teacher shares the Diagnostic Report: minutes read (time engaged per day) as well as the number of quizzes taken and passed by each child with their class. At the start of each academic year and then at the end of each half-term, the children will take a Star Reading Assessment. This will test the children’s comprehension skills as well as their grammar and vocabulary knowledge. A ZPD-range will be given to each child after each assessment, based on their score. A Growth Report will show progress for each child in five different ways: ORF (words per minute read – only Years 2-5), ZPD-range, SS (Scaled Score – every 30 points = 1 month’s progress), RA (Reading age), PR (Percentile Ranking Range), SGP (Student Growth Percentile – the closer to 100 the ranking, the higher the reading level). AR Millionaires are identified each week in every phase – these are the children who have read one million words or more. These millionaires receive a special certificate during Golden Assembly and also get their names onto the AR display board downstairs.
Furthermore, whole class Reading Comprehension sessions are delivered by the class teacher in Years 2-6 with the expectation of doing this at least three times per week. The foci of these reading sessions are to increase fluency, accuracy, intonation and expression, comprehension and understanding, as well as vocabulary enrichment. Additional Guided Reading sessions are delivered by the class teacher to a small targeted group of lower ability readers twice a week. In addition to this, we also have mixed-ability buddy reading every morning during register time for 10-15 minutes and every afternoon again during register for 10 minutes. In the morning, the lower ability child gets an opportunity to read their AR book to the higher ability child focusing on intonation and expression, as well as fluency and accuracy. At the end of this session, they need to summarise and predict what will happen next. In the afternoon, the roles get reversed and the higher ability child this time reads as a good peer model to the lower ability child. Class Story time is protected and happens throughout KS2 at 15:00 during which the adult provides a good reading model for the children based on delivery, enjoyment and interest across a range of genres and styles of text. In KS1 and FS, class story time happens twice a day: before lunch and then again at the end of the day. At West Grove, we value reading by focusing on Reading Interventions only through additional Guided Reading sessions using Project X and Inference Reading sessions with targeted groups identified at half-termly Progress Meetings and based on class teacher assessments. Finally, we also see the benefit of non-fiction
Here at West Grove, we also see the benefit of making reading current and relevant through the use of Picture News. This resource covers up-to-date and present-day news in the UK, but also globally. Class teachers use this reading resource in a variety of ways when sharing it with their classes. This resource is also aimed at minimising the impact of cultural capital through vocabulary enhancement.
Each Key Stage has their own expectations for the teaching of reading.
(Please refer to our Early Reading and Phonics Policy for further clarification)
At West Grove, all teaching staff have been trained in the principles and delivery of the Government accredited scheme of Little Wandle Letters and Sounds Revised which supports the daily teaching of phonics and reading sessions from Nursery to Year 1. Little Wandle Letters and Sounds Revised. At West Grove, we have a nominated KS2 Phonics adult who leads on daily phonics sessions for those identified children from Years 3-6.
Phases of phonics are delivered as shown below:
Nursery -Children read wordless picture books and in the Summer term they start on Phase 1.
Reception – Autumn 1 focuses on well-known and popular Nursery Rhymes with repetition. The teaching of Phase 2 starts in Autumn 2. In Spring 1, the children move to Phase 3. In Summer 1, the children start with Phase 4. Year 1 – The children continue with Phase 4 for the first few weeks of Autumn 1 and then move onto Phase 5. Children need to leave Year 1 secure in reading and spelling these graphemes.
Phonics is being taught daily. These are whole-class sessions and the teacher immediately picks up on any misconceptions. Collins’ e-library supplements this reading scheme and the sound the children are learning in class matches the e-reading book which each child has been issued with to read at home. These reading books are also used three times a week during reading lessons where each group works with an adult. Class teachers are provided with daily phonics lesson plans, phonic books covering all the phases, word and grapheme cards and classroom friezes. Parents have access to the Letters and Sounds Revised website which provides them with tutorials on how to help their child with phonics at home, as well as demonstrating the correct pronunciation of the various sounds.
Half-termly assessments are completed by teachers and this is used to inform planning.
Year 2 – A Keep Up and Catch Up Intervention is delivered to the identified children who did not pass their Year 1 Phonics Screening. The rest of the cohort moves onto spelling, handwriting and Accelerated Reader.