Reading and Phonics
At Westwood Academy, we lay strong emphasis on the teaching of reading. The ability to read well is a vital skill. We use a structured reading scheme and alongside this we encourage the children to take books home to read with their parents. Children may choose additional reading books from the well-resourced Academy library. We teach reading through both individual and guided group reading.
- Classes Nursery to Year 2 follow the National Curriculum scheme of work.
- Children in Reception and KS1 have a daily 20 minute Phonic lesson.
- In Nursery early phonics is taught through singing, music, group times, shared reading and mark-making/writing. They begin with Phase 1 in September of the Nursery Year and develop awareness of letters and their sounds from Phase 2 as and when appropriate.
- All phonic lessons have four parts which are interactive, well-paced and structured so that the children are revisiting, learning, practising and applying their skills.
- The teaching of phonics should incorporate a multi-sensory approach including use of hand actions, letter cards and magnetic letters, show-me activities with whiteboards and children physically engaged – opportunities to speak and say the sound.
- The LCP document ‘Phonics Planning’ is used as a planning tool, this should however be adapted to cater for the needs of each phonics group.
- Resources used to teach the scheme include; Jolly Phonics, TES Phonics, Ruth Miskin and Phonics Play.
- Children in KS2 should also continue with phonics teaching, with sessions at least twice per week, as many of them will still be working within Phase 5 and 6. Some children will be withdrawn for specific intervention.
- SEN and INA children in KS2 should also receive additional phonic support through small group teaching or other relevant intervention programmes.
Assessment of phonics
- Phonic knowledge is assessed each half term through the appropriate phonic assessment package based on the Letters and Sounds assessment criteria and the Phonics Screening Check.
- Phonic knowledge is assessed during Reception and Year 1 through the statutory Phonics Screening Check and at the end of Nursery. This will then also be repeated during Year 2 for those that did not pass in Year 1, to monitor progress and identify those children in need of intervention.
Guided Group Reading
- Reception will aim for three guided reading sessions per group, per week.
- Year 1 will use the three timetabled sessions of Guided Reading a week as Phonics plus sessions, with the aim of Guided Reading beginning in the Spring Term.
- Year 2 has one 45 minute timetabled session of Guided Reading a week.
- Will follow a five day Guided Reading plan –
- Monday – To identify and understand words in a text.
- Tuesday – To identify the main idea of the text.
- Wednesday – To locate answers from a text.
- Thursday – Spelling lesson
- Friday – Individual reading.
- Each week the children will be taught a different question type.
- Spelling lessons will follow the long term spelling planning.
- Individual reading will be taught during EMA time and Friday. There should be a clear rotation of when teachers and teaching assistants listen to children read on the weekly English planning to ensure they get to listen to all children read every two weeks.
- All children throughout school are listened to read at least once a week. SEN and PPG children should also have additional individual sessions through reading interventions or extra support.
- Each ability group is to have a set reading day so that those children know which day to bring their book bag into school and also that parents know that their child will be heard read.
- Children are asked to arrive between 8.30 and 8.50 for Early Morning Reading and morning work. Teachers should reward those children who do come early for example with stickers, age-appropriate rewards and/or verbal praise.
- Nursery introduce real books in September for the children to take home and share with their parents. ORT reading books are introduced at Autumn ½ term.
- One group target should be set per half-term based on a single Assessment foci from the Year Group/Grade objectives.
- These targets should be shared with pupils at the beginning of Individual Reading sessions (in child speak) and individual reading sessions with Teachers and TAs.
- Progress against these targets should be recorded in GGR and individual reading records. These notes should refer to which pupil(s) have demonstrated the skill during the session in GGR.
- Progress against these targets should be evaluated every half-term and a new group target should be set.
- In the Foundation Stage yearly reading tests are carried out based on the hundred key words for Reception.
- In Key Stage 1 and 2 yearly reading tests are carried out based on the appropriate keywords from National Curriculum Word lists.
- Teacher assessment - use the grade and sub-grade assessment materials to assess children’s reading every half-term. Children are assessed on an individual basis and pupil progress is discussed at termly data review meetings.
- SAT tests for Year 2 and 6 in June, give test result data.
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