Reading Intent Statement
At Fulwood and Cadley, we believe that all pupils should have the opportunity to be fluent, confident readers who are able to successfully comprehend and understand a wide range of texts. We strive for our pupils to develop a passion for reading and a love of books not only to support their academic ability but to develop their life-long opportunities in every day life, further education and future employment. We believe reading is one of the most important ingredients of a successful learner and as a result, we aim to permeate our whole school curriculum with opportunities to read
Phonics and Early Reading
This academic year, we will continue to use Letters and Sounds to support our daily teaching of phonics.
Letters and Sounds is a phonics resource published by the Department for Education and Skills in 2007. It aims to build children's speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven.
There are six overlapping phases
Phonic Knowledge and Skills
Phase One (Nursery/Reception)
|Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.|
Phase Two (Reception) up to 6 weeks
|Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.|
|Phase Three (Reception) up to 12 weeks||The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language.|
Phase Four (Reception) 4 to 6 weeks
|No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.|
|Phase Five (Throughout Year 1)||Now we move on to the "complex code". Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.|
|Phase Six (Throughout Year 2 and beyond)||Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.|
Pupils in EYFS, Year 1 and Year 2 are taught specific sounds daily, often as a whole class, with some targeted support for individual pupils by the class teacher or teaching assistant. Phonics activities permeate throughout continuous provision in EYFS and Year 1, providing many opportunities for pupils to deepen their understanding and apply their knowledge through various activities. During the summer term in year 1, pupils will take a phonics screening test which assesses their ability to apply what they have learnt. If pupils are successful in passing their phonic screening test, most will progress onto whole class teaching of reading whilst also continuing to develop fluency and speed through targeted 1:1 reading sessions. Pupils who struggle with their phonics screening test will continue to access support through intervention to acquire these key skills.
Our Phonics programme will be reviewed after discussions with our senior leaders, governors and local authority this academic year. More information in relation to any changes will follow.
Talk for Reading
From January 2021, we will be transitioning over to the 'Talk for Reading' initiative from Pie Corbett to help us achieve our ambitious targets for the teaching of reading within the English Curriculum. This further supports our well-established 'Talk for Writing' Curriculum. Talk for Reading provides a logical sequence for teaching reading that moves children towards independence. It focuses on the importance of deepening understanding through developing key reading strategies. Our reading lessons will be based on whole class modelling and shared reading as well as effective guided and one-to-one teaching of reading to deepen children's understanding and engagement.
"A child who is read to will have an inner kingdom of unicorns, talking spiders and a knife that cuts into other worlds" - Pie Corbett
At Fulwood and Cadley, we use a variety of resources to support whole class teaching of reading. Each half-term, we select a novel from our curriculum maps, which are mainly derived from Pie Corbett's reading spine, poetry spine and page turners, alongside teaching reading lessons on a vast amount of themes and genres linking many areas of the curriculum. Our reading lessons focus on teaching a variety of specific skills such as developing vocabulary, inference, prediction, explanation, retrieval and summarising. Resources such as Literacy Shed's VIPERS and Ashley Booth's themed lessons offer a vast array of texts as well as a variety of read and respond activities developed by the Lancashire Literacy Team.
Pie Corbett's Reading Spine
There are a core set of books that underpin our reading curriculum and are used as inspiration for our whole class reading lessons as well as our class readers. Pie Corbett's reading and poetry spine build a common bank of stories and poems that bind our school community together. The books are intended to build a living library inside a child's mind. It is a store of classics and essential reads that help children engage at a deeper level and enter their imaginations.
In whole class guided reading sessions, children develop their key reading skills of decoding, Vocabulary, Inference, Prediction, Explanation, Retrieval and Summarising (VIPERS) Children also continue to develop their reading fluency skills, building upon their phonics knowledge.
The importance of teaching vocabulary is heightened throughout the curriculum and is taught frequently in all subjects but specifically in reading. Vocabulary is taught discretely before a text is explored to check pupils understanding of key words enabling them to access the text developing their rich and extensive bank of words.
Adults modelling reading to pupils is also a priority at Fulwood and Cadley therefore all children have a class novel or alternative book read to them every day. Class readers are designed to be read for pleasure and although some ideas are transferred into reading lessons, their main purpose is to excite and engage the children and expose them to a new and varied vocabulary.
Class Reading Curriculum Maps
Reading For Pleasure
TOP 50 Recommended books
Home - School Reading
We value the support given to us by parents and carers to further embed the skills of reading and as a school, we believe it is one of the most important things you can do as a parent or carer to support your child's learning journey and progress. Reading at home is encouraged and promoted through class incentives and parental engagement workshops. From when your child begins in Reception (EYFS), they will be given two reading books which they will take home to read with their parents. Children working on specific phases within Read, Write, Inc will be sent home a specific electronic book that matches their focus sound and guided reading book in class that week; this links directly to their current phonics level. Pupils will also be sent home an additional book to support their decoding skills from a specific level from the Oxford Owl Reading Tree or a book known as a 'Talk about Book' which will be at a more challenging level to share their reading time with an adult. When parents have listened to their child read, they are asked to sign the accompanying reading diary to develop a collaborative approach between teacher and parent to support the child's progress in their reading.
If you wish to know more about phonics and the development of early reading, please contact the Early Years Senior Leader, Mrs Gill at: email@example.com
If you wish to know more about the whole-class approach to the teaching of reading and the specific skills that are explored in reading lessons, please contact the English Leader, Mrs Livesey at: firstname.lastname@example.org