Implementation
Implementation
Reading at Hunningley Primary Academy is taught systematically. Some teaching strategies are generic across the whole school, whilst others are specific to key stages. Implementation is by the class teacher and is supported by classroom teaching assistants.
Phonics from the Start
What happens before formal phonics is taught? In Nursery we immerse children in Phase 1 of Read, Write, Inc.
There are seven aspects taught:
1. Environmental Sounds
2. Instrumental Sounds
3. Body Percussion
4. Rhythm and Rhyme
5. Alliteration
6. Voice Sounds
7. Blending and Segmenting
All the aspects are taught through group times and total immersion in a rich language environment. We aim to do this by providing a totally immersive nursery experience with lots of rhymes, singing time, rhyming stories, clapping rhythms, musical instruments taught through play at every opportunity. Informal ways to explore letters: e.g. sand moulds, sounds of the week, phonics awareness through modelling writing, or sounding out words.
We also use short discrete group times to model a variety of activities with all 7 aspects taught during the week and use carefully chosen books every day to over learn rhyming words and voice sounds. We encourage children to join in, especially with the repetitive parts to build confidence and learn.
Moving on with Phonics
Once children are ready in the Early Years, they will begin more formal lesson taught using the Read, Write, Inc Synthetic Phonic Programme. All our staff are highly trained to deliver this. It is taught daily, systematically both to whole class and discrete groups.
It is important that the teaching of reading is matched to the teaching of phonics. As such, all children must have a banded reading book that matches the sounds they have learnt or are learning in their phonics lessons.
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Year Group
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Term
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Phonics Phase
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Book band
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N
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End of Autumn
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Aspect 1 - 6
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Lilac
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End of Spring
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Aspect 1 - 6
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Lilac
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End of Summer
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Phase 1 Aspect 7
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Lilac/Cream
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R
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End of Autumn
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Secure Phase 1 Aspect 7
Set 1 Ditties
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Pink
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|
End of Spring
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Set 1 Red
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Red
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End of Summer
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Set 2 Green/Purple
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Red/Yellow
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1
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End of Autumn
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Set 2 Orange
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Blue
|
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End of Spring
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Set 3 Yellow
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Orange
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End of Summer
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Set 3 Blue/Grey
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Turquoise
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Reception or when ready in Nursery:
• Children will enter Reception having been immersed in Phase 1 Phonics Aspects 1 to 6 and having been exposed to Aspect 7 Oral Blending and Segmenting. Most children will begin the year reading a PINK book.
• At the end of Autumn term, most children will be able to read the Phase 2 CVC words and irregular words, labels and captions.
• At this point, the children will be ready to start RED books.
• At the end of Spring term, most children will be able to read the Phase 3 words and irregular words, labels and captions. They will be beginning to read Phase 3 sentences.
• At this point the children will be reading within the RED band.
• At the end of the Summer Term, most children will be able to read the Phase 3 captions and decode regular words. Some will be able to decode regular words of more than one syllable. These children will be secure in RED and moving to YELLOW books
Year 1 or when ready in Early Years:
• All children should enter year 1 with a secure knowledge of Phase 3. Most children should enter Year 1 ready to read a YELLOW book.
• At the end of the Autumn Term, most children will be secure at Phase 4 and be ready to start Phase 5. These children will be secure on GREEN books.
• At the end of the Spring Term, most children will have completed Phase 5 and will be securely reading within ORANGE books.
• At the end of the Summer Term, most children will be secure at Phase 5 and will be beginning to look at spelling patterns. They will be reading TURQUOISE books.
Year 2 or when ready:
• A Year 2 child at ARE will have completed Phase 5 phonics at the end of Year 1.
• Most children who enter Year 2 should be reading a turquoise book.
• The emphasis now moves onto grammar, punctuation and spelling ready for the GPS SATs assessment.
• Those children who did not meet the expected standard in the phonics screen will continue to receive Phase 5 phonics intervention in order to bridge the gap.
• At the end of Year 2, children should be reading a white book.
Strategies and Aims for Early Years and Key Stage 1:
• A commitment to linking reading with writing
• Shared Reading, using a big book or text on the interactive whiteboard, with small groups or the whole class
• Guided Reading of the same text in small groups, including teaching a range of reading strategies and comprehension
• Daily and frequent readers on a 1:1 basis, for those children who need to ‘catch-up’ with their peers/chronological age
• Bug Club, using online reading books carefully selected to match the reading abilities of each child
• Twice daily phonics lessons, using Read, Write Inc
• Phonics intervention groups lead by skilled teaching assistants in each class where needed
• Reading of texts linked to topic work
• Story time in which the class teacher reads short stories to the class to promote a love of reading and model fluency
• Library visits, including the class and school library
• World Book Day involving local authors, booksellers, poets, storytellers and a range of book related activities
• Extra activities to raise the profile of reading, linked to different themes.
Key Stage 2
In Key Stage 2 children learn to become fluent readers with increasingly growing comprehension skills. Children who are in a learning gap are given significant support through daily 1:1 reading and Rapid Reading Interventions to plug both their phonic gaps and reading with an adult for fluency.
Developing Fluent Readers
Staff reading with children on a 1:1 basis, use a Fluency Rubric to determine the most important objective to work on. This is important so that the session is impactful on the learner.
This is used in conjunction with the child’s banded reading book and when their banding changes they are reassessed on a new rubric.
Key Stage 2 Reading Skills
These sessions follow a structured weekly cycle. Teachers select texts that will immerse the pupils in their next genre for writing 2 weeks prior to starting. This will ensure a range of text types are covered and will strengthen the link between our approach of Reading as a Writer and Writing as a Reader.
The Sequence:
Day One: Introduction to the text and subject specific vocabulary. First read of the text individually and then again together focusing on reading fluency (phrasing, expression, smoothness and pace). Questions posed around making predictions and summarising what has been read.
Day Two: Retrieval of Information. Teacher models using the skills required to answer questions in this reading domain. This will include identifying the key words in the question and having some understanding of where this answer will be found. Scanning the text to find key words and reading around them to find the answer. Emphasis is placed on answering in a concise and accurate manner.
Day Three: Word Meaning and Vocabulary. Teacher models using the skills required to answer questions in this reading domain. This will include identifying the key words in the question and understanding the meaning of the words in context by using words and phrases around it. Emphasis is placed on distinguishing between words, phrases and sentences and accurate copying from the text.
Day Four: Inference. Teacher models using the skills required to answer questions in this reading domain. This will include identifying clues within the text that lead us to infer something. Emphasis is placed on using evidence from the text to justify inferences. Inference grids may be used to scaffold and encourage more developed answers.
Day Five: Independent Comprehension. This is a formative assessment whereby teachers give pupils a different text with questions from the taught domains presented in a similar way to those exposed to during the week. Feedback will be given during the session allowing the pupils to self-assess against each reading domain.
Assessment of Reading:
Formative and summative assessments are used to inform the planning and teaching of reading. We use weekly reading comprehensions, Year 2 and 6 SATs and termly PIRA assessments from Years 1 – 6. These are analysed using MARK online and Shine Interventions are used for pupils identified as a result of this analysis.
The Pleasure Agenda:
All pupils are read to by an enabling adult on a daily basis. This time is protected as we believe it is vital in developing a love of reading and the will to read independently and by choice. In these daily sessions, staff read aloud books at a higher level than the ability of the pupils to the whole class. They read with passion and excellent fluency modelling what makes a good reader. Staff select books that promote cultural capital and engage the interests of the pupils they teach.
Impact
As we believe that reading is key to all learning, the impact of our reading curriculum goes beyond the result of statutory assessments. Children have the opportunity to enter the wide and varied worlds that reading opens up to them. As they develop their own interest in books, a deep love of literature across a range of genres, cultures and styles is enhanced.
Through the teaching of systematic phonics and reading skills, our aim is for children to become fluent and confident readers who can apply their knowledge and experience to a range of texts through the Key Stage 2 curriculum and into Key Stage 3, 4 and beyond.
A Year 6 reader, transitioning into secondary school, will be a fluent, confident and able readers, who can access a range of texts for pleasure and enjoyment, as well as use their reading skills to unlock learning across all areas of the curriculum.
Reading Progression Map