Reading is at the heart of the curriculum at Wicklewood Primary School and Nursery. Our aim is for children to become confident and competent readers, by learning how to read words and developing comprehension across a range of genres. We aspire to give children a life-long love of reading for pleasure. The parents are actively encouraged to be involved in their child’s reading journey throughout their time at Wicklewood.
The Teaching and Learning of Phonics in EYFS
At Wicklewood we teach phonics through the Read, Write, Inc. scheme.
“Read, Write, Inc. Phonics teaches children to read accurately and fluently with good comprehension.”
In Nursery, phonics is taught through different games and activities which encourage children to develop their skills in oral blending and identifying initial sounds. As children progress, they begin to develop an understanding of oral segmenting.
In Reception, phonics is taught through daily lessons, implementing the routine outlined in the Read, Write, Inc. scheme. Children work in groups based on their current level of attainment and their developing knowledge of phonics.
Early phonics in Reception focuses on learning Set 1 sounds, oral blending and oral segmenting. Once children progress to reading CVC (consonant, vowel, consonant) words they begin to read the books as part of their daily phonics lesson. Children also begin to learn Set 2 sounds. Regular assessments ensure that children are consistently working in the group that best suits their phonics ability.
Reading books sent home align to the Read, Write, Inc. scheme and the child’s current level of attainment. Children are provided with two new books on a weekly basis, alongside a copy of the book they have been reading in their phonics lessons. Children are only provided with books that they can read independently, ensuring that they include the sounds and words that have been taught in school. We do not expect children to be taking home a book that they are unable to access.
By the end of Reception, it is expected that children will have a secure knowledge of set 1 and set 2 sounds. They should be able to apply their phonics skills to read a sentence independently. As a minimum, children should be reading the green storybooks in their phonics lessons.
More information on the Read, Write, Inc. Scheme can be found at the following website:
Reading in Key Stage One
Each class in Key Stage One will have a specially chosen class novel which is read to the children regularly.
Children continue to develop their phonic knowledge to decode more complex words in Key Stage 1 through the Read Write Inc phonics scheme. This involves participation in daily phonics sessions, grouped by existing phonic knowledge, to learn or revise Set 2 and then Set 3 sounds (including alternative graphemes) using Fred talk to orally blend and segment words as a class and with partner practice. The children will also learn to read common exception words in these sessions. Learners then use their phonics skills to read levelled Read Write Inc reading books in class and at home.
Children will continue to be regularly assessed on their phonic knowledge to ensure that they are working at an appropriate level and as they move on to the later stages of the Read Write Inc scheme this will include measuring the child’s ability to read at a speed sufficient enough to comprehend texts.
Year 1 children will complete the statutory Year 1 Phonics Screen Check in June each year and any child not meeting the expected level will be required to retake the assessment the following June in Year 2.
Children’s progression in reading is not linear and therefore they only complete the Read Write Inc programme in KS1 when they are secure in their phonic knowledge and reading speed. A child making the expected levels of progress should achieve the yellow/blue levels of Read Write Inc at the end of Year 1 and complete the Read Write Inc scheme altogether by the Spring Term of Year 2.
Children who have achieved the required secure level of phonic knowledge and reading speed to complete the RWI programme ahead of their peers, will undertake guided reading and comprehension sessions in place of this learning.
All children in Year 2 will complete the statutory end of KS1 SATS tests in May each year. To support children to develop the reading skills needed, whole class guided reading sessions are part of each English teaching sequence, often based on the class novel or class topic. These sessions teach the children oral and written comprehension techniques as well as beginning to develop their skills to ‘read as a writer’.
Reading in Key Stage Two
It is expected that most children will be off Read Write Inc by the time they join Year 3.
Children are given levelled reading books, moving up until they can read confidently enough to become a free reader. Children are expected to join year 5 as a free reader therefore additional support such as Catch Up reading (using pictures to predict words) and Dyslexia Gold, will be put in place to help them to achieve this.
Guidance is given to children to encourage them to choose suitably challenging yet accessible books to read at home. There is an expectation that they will read at home every day as well as in registration time.
Guided Reading is taught each week, with small group sessions taken in rotation by the teacher, and teaching assistants. Whole class guided reading also takes place weekly. Years 3 and 4 use the VIPERS approach in these sessions: Vocabulary, Inference, Prediction, Explanation, Retrieval, Sequence or Summarise.
In Guided Group Reading the focus is on a short text or an extract from a longer piece. This is read together with targeted discussion, and children may complete an independent activity related to the text. The same procedure is used for whole class reading, with some sessions used to practice for SATS in Year 6 and internal tests for the rest of Key Stage 2.
Children requiring additional support may be heard reading on a 1:1 basis regularly; do short activities with a teacher or teaching assistant to increase their sight vocabulary or phonic knowledge; or do a specific intervention programme such as Project X.
There will be whole class sessions to work on test technique and the more complex questions about the texts.
Each class will also have a class novel each term. Their learning will be linked to it where possible. This gives the class an opportunity to become really immersed in a quality text with suitably challenging vocabulary and themes. This is a very popular part of their English curriculum!