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Intent Statement
The systematic teaching of phonics has a high priority throughout Foundation Stage, Year 1 and Year 2. At Great Linford Primary School, reading is valued as a key life school and we are dedicated to enabling our pupils to become lifelong readers. As early readers, we understand that our children need to be taught the skills to segment and blend. This enables our children to be equipped with the knowledge to be able to complete the phonics check at the end of Year 1. We also value and encourage the pupils to read for enjoyment and we recognise that this starts with acquiring letter sounds first before practising and mastering segmenting and blending skills. We use the term "Early Reading" and "Phonics" synonymously as we see phonics as the pathway to being able to read. Implementation
At Great Linford Primary School we teach phonics in our "Early Reading" sessions using the Read, Write, Inc. scheme developed by Ruth Miskin. Early Reading is taught daily to all children in Foundation Stage, Year 1 and Year 2. Extra support is provided to those in Year 2 who have not passed phonics screening in Year 1 to ensure that they not only "catch up" with their year group expectations but also "keep up" with their peers. Extra support in the form of interventions is also a priority for those who struggle to read fluently in Key Stage 2. Staff systematically teach learners the relationship between sounds and the written spelling patterns, or graphemes, which represent them. Phonics knowledge is then applied in "Story Book" sessions where the children will be encouraged to read a book that is suited to their phonics understanding. This enables "Early Reading" and comprehension of the text to happen. Early Reading is delivered in a "stage, not age" format. Based on half-termly assessments, the children will move groups to ensure that they are getting taught at the exact stage they are at. Pupils are regularly practising and applying their phonics knowledge throughout the day through targetted one-to-one interventions. In the EYFS the continuous provision matches the pupil’s current knowledge and understanding whilst ensuring the children are suitable challenged. Teachers regularly assess the pupil’s phonics knowledge using the phonics assessment, reading milestones and Reading Early Learning Goal (in EYFS). These regular assessments inform planning and allow teachers to identify any gaps in learning. To support the children at home, they are given "Book Bag Books" which are tailored to the phonics level they are. This allows them to, at home, confidently read a story that enables them to practise sounds that have been taught in school. Impact
At Great Linford Primary School we believe that the habit of reading goes parallel with the attainment of knowledge. The more confident our children are in reading, the more opportunities they will have in life. Through the teaching of systematic phonics, our aim is for children to become fluent readers by the end of Year 2. By doing this, children can focus on developing their fluency and comprehension as they move through the school. Progression
Subject Days
Please check back soon to find out more about Early Reading subject days we have planned. local community links
Supporting From Home
More information
For more information about phonics and what you can do to help, visit: home.oxfordowl.co.uk/reading/phonics/ E-Books You can also visit Oxford Owl to read online e-books. See the guide below on how to do it! Username: this will be the name of your child's class, followed by the word "class" and then 2022. The password is "lovetoread" For example: Username: silverclass2022 Password: lovetoread www.oxfordowl.co.uk/login?active-tab=parents RWI Video Guides See the links below for guides on how to pronounce the sounds. we teach in school. How to say the sounds - Below you will find links to the RWI website to support with helping your children at home.historical information
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Early Reading in our school... |
RWI Rhymes to help at home...
