1 Reading A guide to reading in our school. Foundation Stage Initially children bring home books with no words to share with their family. This encourages story-telling, imagination and how to navigate a book. As the children develop their phonic knowledge in school, books with words will start being sent home. Progress in reading is individual to every child so the book your child brings home may be different to their peers. Our school reading books range in difficulty and are banded by colour from lilac to gold. This is different to how it was organised previously into numbered stages. Foundation and Key Stage One Reading Scheme: A Guide for Parents We have updated the school’s book bands to be in line with national expectations. Children will progress through the bands at different rates and it is important that children are given sufficient time to work through the bands to develop and master reading and comprehension skills.
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Reading - East Halton · There are approximately 44 phonemes in the English language. Phonemes are put together to make words. Grapheme – a phoneme when it is written down. Graphemes
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Transcript
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Reading
A guide to reading in our school.
Foundation Stage
Initially children bring home books with no words to share with their family. This
encourages story-telling, imagination and how to navigate a book.
As the children develop their phonic knowledge in school, books with words will start
being sent home. Progress in reading is individual to every child so the book your
child brings home may be different to their peers.
Our school reading books range in difficulty and are banded by colour from lilac to
gold. This is different to how it was organised previously into numbered stages.
Foundation and Key Stage One Reading Scheme: A Guide for Parents
We have updated the school’s book bands to be in line with national expectations.
Children will progress through the bands at different rates and it is important that
children are given sufficient time to work through the bands to develop and master
reading and comprehension skills.
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What is Book Banding?
Book banding is a national scheme that grades children’s reading books according to
the difficulty of the text. Each level of book is given a colour.
What can I expect?
Your child will initially be assessed for the correct Book Band colour and will bring
home books from various schemes within that colour. It may be, because of the
broader nature of Book Band levelling, there are books from different levels of the
same reading scheme in one colour band. As long as the book is in your child’s book
band colour, the level is right for them.
When will my child move to the next colour band?
For a child to be an effective reader, they need not only to read the words on the
page but also to understand what they have read. The school will carefully monitor
your child’s reading and move them to the next colour band when they are ready.
Reading is such an essential part of their development as a reader and you play a
crucial role in nurturing their love of reading.
Why Book Band?
When a child is learning to read, it is important that they have access to lots
of different kinds of books and a wide vocabulary. Most reading schemes
have their own core vocabulary and teachers have found that children
struggle when they are asked to read something different.
Book banding is designed to help schools grade children’s reading books
across schemes. Children have access to the variety of books they need
whilst still being supported to develop their phonics and word reading skills
at the correct reading level.
How are the books levelled?
All publishers grade their scheme to their specifications but the Book Band
system is far broader in its levelling. It is based on careful research into the
kind of words used in each book, the length of the sentences, punctuation,
story style or non- fiction format and text size. It also supports a progression
of reading strategies.
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Possible issues
We will do our best to ensure there is no repetition/cross-over of books from the old
system to the new system but please be patient during the adjustment period if a
child does bring home a book that they have already read previously. Send it back
into school and it will be changed. Sometimes, children will be asked to re-visit books
to deepen their comprehension/develop their reading fluency.
Description of the reading bands
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Once children have confidently reached the gold standard, they will then
possess the necessary skills to access the library where they will be able to
read widely and develop a love of reading. This will positively impact on a
child’s reading fluency, comprehension and reading stamina.
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Phonics
Phonics is a way of teaching reading where your child is taught to read letters or
groups of letters by saying the sound they represent.
We use a systematic phonics programme called ‘Letters and Sounds’ which is
supported by ‘The Jolly Phonics’ actions and songs. Phonics is taught regularly in
Foundation Stage and Year 1. Year 2-6 children follow the no-nonsense spelling
programme.
Phonics Terminology
Phoneme – is a sound you can hear. There are approximately 44 phonemes in the
English language. Phonemes are put together to make words.
Grapheme – a phoneme when it is written down. Graphemes can be made up of 1
letter /a/, 2 letters /sh/ (digraph) or /i-e/ (split digraph) 3 letters /igh/ (trigraph) or 4
letters /ough/.
Blending – reading a word by putting the graphemes together.
c-a-t = cat
Segmenting – the skill needed to write a word, hearing all the phonemes in a word.
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Sound buttons – we add these to words to help the children with segmenting to
read.
cat
shop
light
cake
Phoneme frames – are boxes split in to columns to match the number of sounds
that can be heard in a word.
Phonics Teaching Sequence
Phases 2,3 and 4 are covered during Foundation.
Phase 4 is recapped at the beginning of Year 1 before Phase 5 is taught. Phase 6 is
covered in year 2 through the spelling programme.
Phase 1
Phase One of Letters and Sounds concentrates on developing children's speaking and
listening skills and lays the foundations for the phonic work which starts in Phase 2. The
emphasis during Phase 1 is to get children attuned to the sounds around them and ready to
r ai air
n h
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begin developing oral blending and segmenting skills. The focus of this phase is on rhyme
and rhythm, alliteration, oral re-telling, body percussion and oral sounds. Typical activities for
teaching Phase 1 phonics include 'listening' walks, playing and identifying instruments,
action songs, learning rhymes and playing games like I Spy. The significance of phase
1 cannot be underestimated. Until children have fully mastered phase 1, they
will not successfully achieve at phase 2. Phase 1 is arguably one of the most
important out of all of the phonics phases. In light of this, we only focus on
phase 1 in nursery. Children will not be taught phase 2 until the enter into
reception.
Phase 2
s a t p
i n m d
g o c k
ck e u r
h b f ff l ll ss
Phase 3
j v w x
y z zz qu
ch sh th ng ai ee igh oa oo ar or ur ow oi ear air ure er
Phase 4
No new phonemes. The main aim of this phase is to consolidate the children’s
knowledge and to help them learn to read and spell words which have adjacent
consonants such as trap, string and milk.
Phase 5
The same phoneme can be represented in more than one way. At the end of
Foundation and in to Year 1, the children learn alternative graphemes.
rain say cake
light tie time sky
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cat kennel choir
Some graphemes also have alternative pronunciations.
c – cat and cycle g – get and giant
Tricky Words
These are the words that cannot be sounded out. They are referred to as ‘common
exception words’ in the National Curriculum (the list below serves as an example and
is not the complete list).
The children will need to recognise and read these words by sight. We teach these
as we work through the phonic phases.
Phase 2 Phase 3 Phase 4 Phase 5
the, no, to, go, into, I
he, she, we, me, be, was, my, you, they, her, all, are
said, so, have, like, some, come, were, there, little, one, do, when, out, what
oh, their, people, Mr, Mrs, looked, called, asked, could
To start with, children need to be able to read these words before they learn to spell
them.
Phonics Screening Check
The phonics screening check is a quick and easy check of your child’s phonics
knowledge. It helps confirm whether your child has made the expected progress.
The check takes place in June of Year 1 and will be completed on a one to one basis
with the class teacher. Children in Year 2 will also take the check if they did not
achieve the required result in Year 1.
The check consists of 40 words that your child will read aloud to the class teacher.
The list of words the children read is a combination of 20 real words and 20
nonsense words indicated by an alien picture.
In the summer term, your child’s phonic check result will be included in their end of
year report to confirm if they have met the phonics expected standard.
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Phonics at home
Letters and sound packs will be sent home. Working with your child
using these packs involves you in your child’s learning but it also helps
them to develop early reading skills more quickly.