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Phonics and Early Reading

Intent

Keeping All Children on Track

Children will be identified upon entry to Thelwall Community Junior School as to their requirements for additional phonics support. Those children will receive daily sessions delivered by staff to ensure rapid progress. They will also have a matched decodable reading book as well as a book for reading for pleasure.

 

Teaching Reading

  • Ready Steady Phonics provides matched reading books which align directly to the Ready Steady Phonics progression document. These are available on-line and/or hard copies.
  • The teaching of reading takes place through:
  • A Shared Read of the decodable text, led by a trained adult at some point following the Friday session.
  • A Guided Read of the decodable text will take place with a trained adult.
  • This book will also be used for 1:1/independent reading for consolidation and to develop confidence.
  • The books cover fiction, non-fiction and rhyme.

Home reading

  • The decodable reading book is taken home/access to the online reading book given.
  • The children are expected to read this to an adult, practicing and consolidating their skills in phonics.
  • This is monitored by the class teacher.

Reading for Pleasure and enjoyment

Improves Wellbeing:

          “Reading for pleasure has social benefits as well and can make people feel more connected to the wider community. Reading increases a person’s understanding of their own identity, improves empathy and gives them an insight into the world view of others” (The Reading Agency 2015).”

Improves Academic Success

Students with more positive attitudes towards reading are more likely to read at or above the expected level for their age” (Clark 2014)

Improves Knowledge and Understanding

“I read for pleasure and that is the moment I learn the most” Margaret Attwood - Author

 

At Thelwall Community Junior School, we value immensely reading for pleasure and enjoyment and we understand the value this can add to children. To encourage our children to engage with and have a love of books we:

  • We have a daily, 10-minute story time. We choose a range of books for these, fiction, non-fiction and poetry, stories from other cultures, and books that reflect our local community
  • All classrooms have a book corner which encourages a love of reading. The books within these areas are specifically chosen to link with topics, recently read story books etc.
  • All children take home a shared book which they can choose from a selected number (guided by the teacher). This is for them to share with parents/carers to be read to and to talk about.
  • There is an on-line reading record where adults log books the children read and enjoy.
  • The school arranges visits from authors, poets and story tellers.

Impact

Assessment

Formative

  • Daily formative assessment is built into the Ready Steady Phonics teaching sequence and the workbooks have a dedicated, daily opportunity to record formative assessment to be reinforced in the daily Ready Steady Go sessions
  • The weekly Friday session allows opportunities to review and identify gaps in learning that will then be addressed in the Ready Steady Go additional sessions
  • Ongoing observations of children during the phonics lesson to inform gaps in learning and broader application of phonics skills and knowledge across the curriculum

Summative

  • Regular five or six weekly assessments take place as identified in the Ready Steady Phonics progression document. These weeks will be used to assess progress and identify children who need further group/individual support.
  • The assessments will be shared with the Phonics Lead/SLT to narrow attainment gaps between different groups of children, with a focus on the bottom 20%. Children in Years 3-6 will be assessed through on-going formative assessment as well as through the regular Ready Steady Phonics summative assessments.
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