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Literacy and Reading

All children have a Literacy lesson every day.  The school uses a carousel approach to teaching Literacy, which ensures children have opportunities to apply their skills independently.  Over 3-4 weeks children study a text type such as instructions or traditional tales. They spend these weeks looking at the language and structure of the text and analyse the text style, content, meaning, inference etc. The children then apply these skills to their own work to produce a piece of extended writing.

 There is a strong emphasis on writing for a purpose so that the outcome is real and meaningful. For example children might write letters to a company or create stories for children of a different age. Regular guided writing sessions help children to focus on the elements of good writing across the school. These sessions also ensure that they understand their next steps when considering how to improve their writing.

 During this work children also learn about the conventions of spelling and grammar using their knowledge of phonics. This is adopted through the Letters and Sounds programme, which is implemented from the Foundation Stage.

Guided Reading

Children have an average of two guided reading sessions a week. At this time the children are taught reading skills such as understanding of characters, plot, setting and looking at making inferences and deductions from the text. Children are differentiated according to their ability during these sessions to help them get the most out of this time. During Guided Reading time, children who are not working with the teacher can practise reading their Accelerated Reader book, so that they can prepare to do their online quiz.

PHONICS

At Parnwell Primary School we believe that the teaching of phonics is vital in order for children to become competent readers and writers.

Aims/Principles:

  • • To enable children to learn phonic knowledge and skills with the expectation that they will become fluent readers, having secured word building and recognition skills.
  • • To ensure that the children are taught high frequency words that do not conform to regular phonic patterns.
  • • To ensure that children have opportunities to read texts and words that are within their phonic capabilities as early as possible, even though all words may not be entirely decodable by the children unaided.
  • • To encourage the children to attempt to spell words for themselves, within the range of their phonic knowledge, by building the confidence and strategies to attempt the unfamiliar.
  • • To help the children to apply the skill of blending phonemes in order to read words.
  • • To help the children to segment words into their constituent phonemes in order to spell words.
  • • To learn that blending and segmenting words are reversible processes.

Teaching and Learning of Phonics and Spelling in EYFS and KS1

All phonics in EYFS and KS1 is taught following the Letters and Sounds document. We have adopted the suggested daily teaching sequence set out in ‘Letters and Sounds’; Introduction, Revisit and Review, Teach, Practise, Apply and Assess learning against criteria. From reception to year two children are streamed throughout the year to allow for the high achievers to make accelerated progress and those with additional needs to gain further support.

Teaching is multi- sensory, encompassing simultaneous visual, auditory and kinaesthetic activities to enliven core learning. Phonics is taught in short, briskly paced sessions and then applied to reading and writing in a meaningful context. All activities are well matched to the children’s abilities and interests, and all classroom environments have an age appropriate display concentrating on both sounds and key words. At Parnwell we provide ample opportunities to reinforce and apply acquired phonic knowledge and skills across the curriculum and in such activities as shared and guided reading and writing.

 

English Policy Link