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South Lake Primary School

Reading and Phonics at South Lake

Reading Curriculum Intent

At South Lake Primary School we have a determination to develop a whole school reading strategy to encourage pupils to develop a love of literature so that they choose to read for pleasure, achieve excellent outcomes and are able to access the next phase of their education.

We will ensure children’s phonic knowledge is secure, enabling them to become fluent readers at an early stage. We will equip children with a varied vocabulary and the ability to understand complex texts.

How we will do this:

Phonics

In our EYFS and early KS1, we teach reading using synthetic phonics, following the Letters and Sounds program; this is then applied throughout the rest of the school to consolidate what has been learnt. Within daily phonic sessions, children have the opportunity to revisit previous learning and practise and apply new skills in structured but engaging ways.

Expectations at end of each year group:

Nursery

Reception

Year 1

Year 2

Phase 1

Exposure to phase 2

Phase 4

Phase 5

Exposure to phase 6

 

Phase 6

Fluency is expected between the end of year 1 and the first half of year 2

Teaching of reading from phonics to fluency

The books we use for teaching are selected for specific reasons e.g. South Lake core books, age-related text, curriculum, school ethos. Each year group from Year 1 to Year 6 is taught using focused questions. 

Classroom

Each class has a book corner and a display of recommended reads. Book corners contain a range of high quality texts including fiction, non-fiction, poetry, a range of different authors relevant to the year group, a diverse range mirroring children’s lives and experiences and also providing them with a window to the outside diverse world.   Pupils are allowed to use the book corner regularly during the day, particularly during reading for pleasure time.

School

Every class door displays ‘What we are reading’ and a display of books/authors. Within the corridors there are displays of pupils' reading and recommended reads to promote reading across the school. Curriculum displays may also display texts related to the topics.

In EYFS, reading is taught through regular book sharing, modelling fluency and expression and picking out vocabulary. There is a rich, diverse set of core texts available for the children to choose to read. Adults read individually with children, targeting precise areas for development. 

From year 1 to 6, the unit of lessons follow a set structure:

Monday

During this lesson, pupils are taught new vocabulary within the text and a variety of activities will be utilised to engage the pupils in their learning. Pupils must also be taught how to gain an understanding of new vocabulary in the context of the text.

Tuesday/Wednesday/Thursday

During these lessons pupils will be taught how to answer a range of questions (inference, prediction, explanation, retrieval, sequencing (KS1) and summarising). Teachers may focus on any particular question style or all of them - as they see fit. Pupils will be taught how to use oracy and APE sentence stems (Answer, Prove and Explain) to answer questions.

Friday

Throughout school, Friday is known as Fluency Friday. At the beginning of the lesson, pupils may be provided with tongue twisters to improve their pronunciation. Pupils are provided with a high quality text and they will be taught how to text-mark. Using the acronym PEAR (punctuation, expression, accuracy and rate) pupils will be taught how to read with increasing fluency. Teachers  use ‘lexile-levelled’ texts to ensure pupils are reading with increased fluency (words per minute) and will be prepared for the complexity of texts provided in the End of Key Stage assessments.

Additional Reading

Every day, across the whole school, pupils will be provided with opportunities for Reading for Pleasure. Pupils will also be read to by an adult at the end of the day.

Within each year group, pupils will be identified to receive further additional 1:1 or group reading to improve their word reading, comprehension or fluency. SEN pupils may also receive outside agency support (LSS)

Reading at home

 Pupils are encouraged to be involved with reading a minimum of 4 times a week - this can be reading book themselves to a home adult, or sharing a story at home. Parents and carers are asked to record this in the reading diaries. Pupils can change their Reading for Pleasure books as directed by the class teacher, developing independence as they progress through school. Pupils in EYFS and KS1 are sent home decodable books that are in line with the phonics being taught. A book to be shared with an adult at home is also sent, to foster the love of reading a range of texts.

 

 

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