Reading including Phonics

Oxford Owl Parent guide to Read Write Inc. Phonics | Oxford Owl Read Write Inc. guide for parents. Read Write Inc. is a literacy programme developed by Ruth Miskin and is taught in over 5000 schools in the United Kingdom. Look through our guide for information about how reading is taught at school, and lots of free resources
Parent guide to Read Write Inc. Phonics | Oxford Owl Read Write Inc. guide for parents.

 

Phonics set 1 sounds parent meeting

CURRICULUM AREA: ENGLISH

Purpose of Study:

English has an essential place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and others can communicate with them. Through reading and discussion, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development.

Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.

At Calmore Infants we aim to develop children’s spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. We teach the knowledge, understanding and skills they require for reading, speaking and writing in the Early Years Foundation Stage and Key Stage 1. Our curriculum is purposeful for all pupils and enables them to apply their learning in different ways and to varying depths so that they become independent learners.

Continuous assessment for learning will determine the security of children’s understanding and their readiness to move on. Children with secure understanding will be challenged to apply their understanding creatively, connecting learning together from a range of objectives and in alternative and unique contexts. Those who are not confident with domain content will be supported to consolidate their understanding through targeted teaching before moving on.

We aim for children to leave Calmore as confident speakers with a secure understanding of the English curriculum content, a love of literature, a willingness to read and write and the desire to challenge themselves and improve.

National Curriculum Provision

Aims: The national curriculum for English aims to ensure that all pupils:

  • The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English 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
  • Appreciate our rich and varied literacy heritage
  • Write clearly, accurately and coherently adapting their language and style in and for, a range of contexts, purposes and audiences
  • Use discussion in order to learn; they should be able to elaborate and explain their understanding and ideas
  • Are competent in skills of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Subject Content KS1

Spoken Language

  • listen and respond appropriately to adults and their peers
  • Ask relevant questions to extend  their understanding and knowledge
  • Use relevant strategies to build their vocabulary
  • Articulate and justify answer, arguments and opinions
  • give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
  • maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
  • use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
  • Speak audibly and fluently with an increasing command of Standard English
  • Participate in discussions, presentations, performances, role play, improvisations and debates
  • Gain and monitor the interest of the listener(s)
  • Consider and evaluate different viewpoints, attending to and building on, the contributions of others
  • select and use appropriate registers for effective communication

Programmes of Study Year 1. Pupils will be taught about:

Reading- word recognition

  • apply phonic knowledge and skills as the route to decode words
  • respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
  • read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
  • read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
  • read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
  • read other words of more than one syllable that contain taught GPCs
  • read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)
  • read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
  • re-read these books to build up their fluency and confidence in word reading.

Reading – comprehension

  • develop pleasure in reading, motivation to read, vocabulary and understanding by:
  • listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
  • being encouraged to link what they read or hear read to their own experiences
  • becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
  • recognising and joining in with predictable phrases
  • learning to appreciate rhymes and poems, and to recite some by heart
  • discussing word meanings, linking new meanings to those already known
  • understand both the books they can already read accurately and fluently and those they listen to by:
  • drawing on what they already know or on background information and vocabulary provided by the teacher
  • checking that the text makes sense to them as they read and correcting inaccurate reading
  • discussing the significance of the title and events
  • making inferences on the basis of what is being said and done
  • predicting what might happen on the basis of what has been read so far
  • participate in discussion about what is read to them, taking turns and listening to what others say
  • explain clearly their understanding of what is read to them.

Programmes of Study Year 2. Pupils will be taught about:

Reading – word reading

continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent

  • read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
  • read accurately words of two or more syllables that contain the same graphemes as above
  • read words containing common suffixes
  • read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
  • read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
  • read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
  • re-read these books to build up their fluency and confidence in word reading.

Reading – comprehension

  • develop pleasure in reading, motivation to read, vocabulary and understanding by:
  • listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
  • discussing the sequence of events in books and how items of information are related
  • becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
  • being introduced to non-fiction books that are structured in different ways
  • recognising simple recurring literary language in stories and poetry
  • discussing and clarifying the meanings of words, linking new meanings to known vocabulary
  • discussing their favourite words and phrases
  • continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
  • understand both the books that they can already read accurately and fluently and those that they listen to by:
  • drawing on what they already know or on background information and vocabulary provided by the teacher
  • checking that the text makes sense to them as they read and correcting inaccurate reading
  • making inferences on the basis of what is being said and done
  • answering and asking questions
  • predicting what might happen on the basis of what has been read so far
  • participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
  • explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.