Reading and Phonics

Reading

Portreath School places great emphasis on ‘every child a reader’. We understand that educational success is more easily achieved by those children who read readily and fluently. We are determined to teach every one of our children to read and the emphasis in our KS1 classes is on providing our children with rich opportunities to talk, listen and build as wide a vocabulary as possible to form a solid foundation for reading, writing and spelling.

Our KS1 children are taught Phonics systematically and rigorously. ‘Jolly Phonics’ is the scheme by which our children initially learn the sounds of letters. Parents share in their child’s journey and a meeting takes place at which this system is introduced in detail and allows parents to ask any questions.

‘Letters and Sounds’ continues to build on the children’s growing knowledge in a systematic way and close tracking of individual achievements ensures no child is left behind.

Letters and Sounds: Phases of Development

Phase One

By the end of phase 1 children will have experienced a wealth of listening activities including songs, stories and rhymes. They will be able to distinguish between speech sounds and many will be able to blend (put back together) and segment (separate) words orally. Some will also be able to recognise spoken words that rhyme and will be able to provide a string of rhyming words, but inability to do this does not prevent moving on to Phase Two as these speaking and listening activities continue.

Phase Two

By the end of Phase Two children should:

v  Give the sound when shown any phase two letter, securing first the starter letters s, a, t, p, i, n 

v  Find any Phase Two letter, from a display, when given the sound;

v  Be able to orally blend and segment CVC (Consonant Vowel Consonant) words

v  Be able to blend and segment in order to read and spell (using magnetic letters) VC (Vowel Consonant) words such as: if, am, on, up, and silly names such as ip, ug, and ock

v  Be able to read the five tricky words: the, to, I,  no, go

 

Phase Three

By the end of Phase Three children should:

v  Give the sound when shown of all, or most,  Phase Two and Phase Three graphemes (letters);

v  Find all or most Phase Two and Phase Three graphemes, from a display, when given the sound;

v  To be able to blend and read CVC words (i.e. single-syllable words consisting of Phase two and Phase Three graphemes);

v  Be able to segment and make a phonemically plausible attempt at spelling CVC words (i.e. single-syllable words consisting of Phase Two and Phase Three graphemes) 

v  Be able to read tricky words he, she, we, me, be, was, my you, her, they, all, are;

v  Be able to spell tricky words the, to, I, no, go

v  Write each letter correctly when following each model.

 

Phase Four

By the end of Phase Four children should:

v  Give the sound when shown any Phase Two and Phase Three grapheme;

v  Find any phase Two or Phase Three grapheme, from a display, when given the sound;

v  Be able to blend and read words containing adjacent consonants;

v  Be able to segment and spell words containing adjacent consonants;

v  Be able to read the tricky words some, one, said, come, do, so were, when, have, there, out, like, little, what;

v  Be able to spell the tricky words  he, she, we , me, be, was, my, you, her, they, all, are;

v  Write each letter, usually correctly.

 

Phase Five(throughout Year One)

By the end of Phase Five children should:

v  Give the sound when shown any grapheme that has been taught;

v  For any given sound, write the common graphemes;

v  Apply phonic knowledge and skill as the prime approach to reading and spelling unfamiliar words that are not completely decodable

v  Read and spell phonetically decodable two-syllable and three syllable words;

v  Know and use in spelling words phonemes (letter sounds), consonant digraphs (two letters making one sound), vowel digraphs and rules and guidance which have been taught;

v  Form each letter correctly

 

If difficulties or barriers to progress are identified additional resources are put in e.g additional adult help, targeted group or 1: 1 work and close monitoring of the effectiveness of this additional support takes place.

 

In 2014 the percentage of children in Year 1 meeting the expected standard in the Year One Phonics Screening check was 75% (National Average 74%).

 

Reading for pleasure is emphasised across the academic year and across the school. Book Weeks, ‘Snuggledown’ (an evening on which children return to school to listen to stories at bedtime read by staff and Governors), Class Readers, the school Library (maintained by a Teaching Assistant and parent helper) a mobile Book Shelf utilised at lunchtimes, Book Corners and Book Displays all contribute to a whole school emphasis on the importance of reading.

 

Children select Home- School reading books from coloured banded boxes, graded according to difficulty:

PINK 

RED

YELLOW

BLUE

GREEN

ORANGE

TURQUOISE

PURPLE

GOLD

WHITE

LIME

 

Once children are fluently reading they are directed to select appropriate paperbacks from the Library before becoming a ‘free reader’.

 Children are encouraged to read at least four times per week, as part  of their homework, and at the start of the new academic year, our English subject lead, Mrs Stevens, launched ‘Karate Reading’ to encourage children to continue to read regularly. Children are awarded Karate Bands, coloured according to the frequency of reads.