We use a combination of reading schemes according to age. In Reception class Stage 1 and 1+ Oxford Reading Tree reading books are introduced along with accompanying phonics books for sound, letter and word recognition.
In Year 1 Level 1 Reading Books - Stage 2 to Stage 6 Oxford Reading Tree books (and corresponding phonics books) are then continued, along with comprehension.
In Year 2 this continues and when Level 2 Reading Books - Stage 7 to Stage 10 on the reading scheme is reached, they then gain their very own hymn book.
In KS2 we use Ginn reading books and will be introducing Project X books during 2015/16 as well as encouraging children to choose their own books to read for pleasure from the library or class book corner.
We will be using Online Oxford Owl eBooks and the Project X Code eBooks scheme this year for some of our reading intervention groups.
We also have 'Big Read' sessions for every class in school
We study thoroughly a particular book in KS2 during Big Read
Flipbooks and further resources can be found in KS2 classrooms for comprehension
At St. Paul’s we aim to take reading beyond the school building. All children will bring home a levelled book and we ask that parents support their child by listening to them read. Parent and carer support with reading at home is hugely important for developing children’s reading skills, confidence and understanding. Even if a child is an independent reader, it is still important for them to share their reading. We appreciate support from home in helping us to instil this love of reading with the children and, in turn, are happy to provide support for parents and carers too. There is a colourful history of reading events that have taken place at St. Paul’s and this is something that we aim to continue. We welcome authors, illustrators and visiting speakers to share their love of books. We aim to develop our history of events and celebrate reading across the school so that children are given a range of experiences to explore and enjoy books.
We have weekly spelling tests throughout school. Please see you child's spelling book. The educational website below has further curriculum information including 'support for spelling' and phonic information.
Each morning we have dedicated phonic sessions in KS1 as well as extra intervention sessions. Chlidren are vertically set during the phonic sessions according to the phase they are working at / or have passed the statutory Phonics Test.
We have recently purchased the Nessy Learning Program
Children in Reception and Key Stage 1 learn phonics using the ‘Letters and Sounds’ programme of synthetic phonics. It’s an approach to teaching phonics in which individual letters or letter sounds are blended to form groups of letters or sounds, and those groups are then blended to form complete words. Children in Reception also use actions to go with the sounds.
Our phonics sessions in Reception are fun, involving lots of speaking and listening. The emphasis is on children’s active participation. They learn to use their phonic knowledge for reading and writing activities and in their independent play.
Letters and Sounds is divided into six phases, with each phase building on the skills and knowledge of previous learning. There are no big leaps in learning. Children have time to practise and rapidly expand their ability to read and spell words. They are also taught to read and spell ‘tricky words’ and high frequency words – words with spellings that are unusual or that children have not yet been taught. These include the words ‘to’, ‘was’, ‘said’ and ‘the’ – you can’t really break the sounds down for such words so it’s better to just ‘recognise’ them.
Phase one will have begun in nursery for some children. This phase is revisited and paves the way for the systematic daily learning of phase 2 and 3 in Reception class. During this phase especially, we plan activities that will help children to listen attentively to sounds around them. We teach a wide range of rhymes, songs and read good books to and with the children. This helps to increase the number of words they know – their vocabulary – and helps them talk confidently about books. The children learn to identify rhyme and alliteration.
Phase 4 revisits phases 2 and 3 and then Phase 5 continues throughout Year 1 to consolidate all the previous 3 phases. Lots of 'alien' words are also used to consolidate the sounds they find in words in readiness for the statutary QCA Phonics Test.
In Year 2 Phonics is then continued through the learning and writing of alternative spellings and sounds that are found in Phase 5 followed by the phase 6 stage of plurals, prefixes and suffixes, punctuation and grammar that then continues into Year 3.
Children who haven't managed to pass the phonics test the previous year will be given extra time in Y1 each morning to revisit and consolidate their phonics knowledge ready for the retest at the end of Y2.
Ways you can support your children at home
We have a link on the Kidzone page to phase 2 and 3 phonic sounds
- Play ‘What do we have in here?’ Put some toys or objects in a bag and pull one out at a time. Emphasise the first sound of the name of the toy or object by repeating it, for example, ‘c c c c – car’, ‘b b b b – box’, ‘ch ch ch ch – chip’.
- Say: ‘A tall tin of tomatoes!’ ‘Tommy, the ticklish teddy!’ ‘A lovely little lemon!’ This is called alliteration. Use names, for example, ‘Gurpreet gets the giggles’, ‘Milo makes music’, ‘Naheema’s nose’.
- Teach them ‘Peter Piper picked a peck of pickled peppers’.
- Try to avoid the ‘uh’ sound you might have learnt to say for sounds like ‘b’, ‘c’, ‘d’ – say the ‘purest’ sound you can (a ‘short’ ‘b’ rather than ‘buh’, a long ‘mmm’ rather than ‘muh’) – ask us if you’re unsure
- Buy some magnetic letters for your fridge
- Phonic explanations: