Menu

Quick Links

Quick Links

Petham Primary School

Google Services

Google Translate

Google Translate

Google Search

Google Search

Slideshow

Reading and Phonics

Phonics at Petham

 

At Petham Primary School, we aim to develop confident, fluent and passionate readers and writers from an early stage. We use Little Wandle Letters and Sounds Revised which is a complete systematic synthetic phonics programme (SSP). This is a process that first teaches the letter sounds, building up to blending these sounds together to achieve full pronunciation of whole words.

 

Application of phonics to reading The National Curriculum for English (2014) aims to ensure that all pupils:

 

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.

 

Reading underpins children's access to the curriculum and it clearly impacts on their achievement. There is considerable research to show that children who enjoy reading and choose to read benefit not only academically, but also socially and emotionally. To be able to read, children need to be taught an efficient strategy to decode words. That strategy is phonics. It is essential that children are actively taught and supported to use phonics as the only approach to decoding. Other strategies must be avoided. Phonic decoding skills must be practised until children become automatic and fluent reading is established.

 

Our Programme

 

At Petham we use Little Wandle Letters and Sounds revised programme as our phonics programme. Fluent decoding is only one component of reading. Comprehension skills need to be taught to enable children to make sense of what they read, build on what they already know and give them a desire to want to read. Reading increases children's vocabulary because they encounter words they would rarely hear or use in everyday speech. Furthermore, children who read widely and frequently also have more secure general knowledge.

 

EYFS

 

In EYFS children are introduced to Phase 2 and Phase 3 phonemes. Our children are taught to recognise the 44 sounds in the English language which we put together to form words. Some are represented by one letter, like 't', and some by two or more, like 'ck' in duck and 'igh' as in light. We refer to these as diagraphs and trigraphs. Once they have mastered the initial sounds the children are encouraged to match them to letters, then blend these sounds together from left to right to make a word. Finally, they use their knowledge of the sounds and blending skills to support their spelling. The children learn to read a list of age appropriate 'tricky' words, words which cannot be sounded out using their phonics e.g 'the'.

 

Key Stage 1

 

In Key Stage 1 the children revise the 44 sounds and learn alternative graphemes, for example 'ay' as in play and 'ou' as in cloud. Towards the end of Key Stage 1 and moving in to Key Stage 2, we teach the children important 'spelling rules'. This enables children to make the shift from writing phonetically to spelling words accurately.

 

Year 1 Phonics Screening Check

 

The national Phonics Screening Check was introduced in 2012 to all Year 1 pupils and it is administered during the summer term. It is a short, statutory, assessment to ensure that children are making sufficient progress in the phonics skills required to read words and that they are on track to become confident, fluent readers who have a love of reading.

 

The check consists of a list of 40 words, half are real words and half are 'nonsense' words; the nonsense words will be shown to your child with a picture of an alien. This not only makes the check a bit more fun, but provides the children with a context for the nonsense words.

 

Useful Documents

 

This link will take you to the progression document, so that you can see when your child would learn each grapheme:

Below you can find links to documents and videos which explain how to pronounce each phoneme:

 

Phase 2 Autumn 1 Pronunciation

Phase 2 Autumn 2 Pronunciation

Phase 3 Spring 1 Pronunciation

 

Early Reading

At Petham we use Little Wandle Letters and Sounds to support the children's word reading and comprehension skills. Each week the children in EYFS and Year 1 will read with either their class teacher or teaching assistant 3 times a week. The book your child reads will be carefully matched to their latest phonics assessment to ensure they are reading at the appropriate level.

 

Supporting your child with reading

Although your child will be taught to read at school, you can have a huge impact on their reading journey by continuing their practice at home.

 

There are two types of reading book that your child may bring home:

A reading practice book. This will be at the correct phonic stage for your child. They should be able to read this fluently and independently.

A sharing book. Your child will not be able to read this on their own. This book is for you both to read and enjoy together.

 

Guided Reading 

The three reading sessions in school will cover:

1) Decoding - Introducing new vocabulary and practising segmenting and blending. 

2) Prosody - Reading with meaning and intonation. 

3) Comprehension - Understanding the text. 

 

Once your child has completed these reading sessions they should be 90% fluent with the text and have a good understanding of what they have read. This is when they bring their book home to you, on a Wednesday, to show off how brilliant they are! Listen to them read the book. Remember to give them lots of praise – celebrate their success!

 

On the days your child does not bring home a decodable book they can choose a book from our school library to bring home. We call these 'Sharing books'. In order to encourage your child to become a lifelong reader, it is important that they learn to read for pleasure. The sharing book is a book they have chosen for you to enjoy together.

Please remember that you shouldn’t expect your child to read this alone. Read it to or with them. Discuss the pictures, enjoy the story, predict what might happen next, use different voices for the characters, explore the facts in a non-fiction book. The main thing is that you have fun!

 

For additional information please visit the parents page on Little Wandle which can be found here

 

 

Reading at Petham

 

Guided Reading

Each week the children will work with the class teacher  to access a text. This text is aimed at a slightly higher level than they are able to read independently, but with the support of the class teacher, children are able to access the text and extend their reading ability and comprehension.

 

Parental Involvement

At the start of the school year, your child’s class teacher will have informed you about classroom routines for each class with regards to reading books/reading homework activities.

We emphasise the need for parents to take an active role in their child’s education, supporting the developing reader and encouraging open lines of communication through reading diaries and planners.

 

Accelerated Reader

 

Following the Little Wandle Letters and Sounds revised program, children move on to Accelerated Reader (AR).  We ensure children are secure in the learning content of the Little Wandle program and that they are confident and fluent when applying the skills before moving them forward to AR.  AR does not help children learn to read - it consolidates their learning and promotes reading comprehension rather than decoding and word reading skills.

All children learn to read at different rates, so read with your child often to help them to develop a love of reading. This is equally as important as your child learning to read individual words.

 

What is Accelerated Reader (AR)?

AR is a computer program that helps teachers manage and monitor children’s independent reading practice. Your child picks a book at their own level and reads it at their own pace. When finished, your child takes a short quiz on the computer (passing the quiz is an indication that your child understood what was read). AR gives children and teachers feedback based on the quiz results, which the teacher then uses to help your child set goals and direct ongoing reading practice. Children using AR choose their own books to read, rather than having one assigned to them. This encourages reading to become an independent experience as the children can choose books they find interesting promoting a love of reading and reading for pleasure. Teachers support children to choose books at an appropriate readability level that are challenging without being frustrating, ensuring that your child can enjoy and understand the text and subsequently pass the quiz and experience success.

Children really enjoy taking the quizzes. Since they’re reading books at their reading and interest levels, they are likely to be successful. This is satisfying for most children. Best of all, they learn and grow at their own pace.

 

How much should my child read during the day?

According to research, children who read at least 35 minutes a day (at home and school) with a 90% comprehension rate (average percent correct) on AR quizzes see the greatest gains. Therefore, your child should have at least 35 minutes set aside for reading during each day.

 

How can I help my child become a better reader?

As with anything, performance improves with practice. Encourage your child to read at home. Create a culture of reading in your household by reading with your child, starting a home library, visiting your local library on a regular basis, letting your child see you reading, and discussing books that each of you has read. When reading with your child, stop and ask questions to be sure your child is understanding what is read. Reading with your child, no matter what the child’s age, is an important part of developing a good reader, building a lifelong love of reading and learning, and creating a close relationship between you and your child. Make learning a family affair!

 

What if my child doesn’t like reading?

Using Accelerated Reader, your child will choose the books they want to read. The teacher will make certain the book is at the right level so that after completing the book, your child should do well on the AR Reading Practice Quiz. Success on the quiz will encourage your child to read more. With guidance from the teacher, and success, even children who say they don’t like reading develop a love of reading.

 

How does the school determine my child’s reading level?

Teachers determine your child’s reading level using a STAR Reading™ test and using their best professional judgment based on their knowledge of your child. A STAR Reading test is a computerized reading assessment that uses computer-adaptive technology. Questions continually adjust to your child’s responses. If the child’s response is correct, the difficulty level is increased. If the child misses a question, the difficulty level is reduced. The test uses multiple-choice questions and takes approximately 15 minutes. As a result the teacher is provided with a Zone of Proximal Development for your child.

 

What is a Zone of Proximal Development (ZPD)?

In independent literature-based reading, ZPD is the range of books that will challenge a child without causing frustration or loss of motivation. Your child will receive a ZPD range after taking a STAR Reading test. It’s important for children to read with a high degree of comprehension and within their ZPDs. ZPDs should be adjusted based on the needs of your child.

Reading Progression

Top