What does weekly English provision look like at Kinderley?
- A shared reading session followed by a written comprehension exercise twice per week.
- Opportunities for children to plan and draft a short piece of independent writing, relating to the current unit using Pie Corbett's Talk 4 Writing approach - click here to find out more.
- A guided reading session (including an independent task, possibly grammar/ vocabulary or dictionary based work)
- Speaking and listening opportunities embedded through daily Class Read and English teaching
- A handwriting session
- Teaching sequences recorded on Working Walls
- Learning Objectives/ success criteria in books – self assessment opportunities daily using a 'tick system'
- Time allocated for children daily to respond to 'Live marking' feedback and 'Next step' comments
- Daily phonics focus (EYFS/KS1)
- Daily SPAG session/ focus (KS2)
- Improving Word Power with Powerful Words teaching session daily
- Daily provision for SEND/Intervention pupils through quality first teaching
- Targeted interventions for SEND/Intervention pupils
Teaching Reading at Kinderley
- We teach phonics and early reading skills using the letters and sounds approach. You may have heard this referred to as Synthetic Phonics. Synthetic phonics is the breaking down of words into their separate sound components known as phonemes. Phonemes can consist of more than one letter for example ch, oo, er, igh etc.
- In our teaching we discuss elements such as:
- Digraphs: these are two letters making a single sound eg: ar, ee, ou etc.
Trigraphs are three letters making a single sound eg: igh.
A grapheme is a phoneme written down.
- Segmenting is where you break each word into its separate phoneme, for example ‘chop’ has 3 phonemes, ch/o/p. Blending is simply putting those sounds back together to form a word.
- Some words in the English language cannot be broken down into separate phonemes. These words are known as tricky words and we teach the children to be able to read and know the whole word, for example, ‘said’ or ‘what’.
- There are 6 phases within Letters & Sounds and most children will complete Phase 6 by the end of Year 2, however this can continue into Year 3 if required.
- Letters and Sounds is the scheme that we use to help deliver the phonics across EYFS and KS1; this system uses a combination of something to look at (the grapheme), something to hear (the sound of the letters) and something to do (an action to help us to remember it). The children learn a story to go with the phoneme and even a little jingle to help fix the learning! Grammar is used to introduce grammar and to continue phonic teaching combined with spelling patterns from Y1 up to Y6.
- For more information on Letters and Sounds click either link:
Letters-and-Sounds Information Letters and Sounds Video
We use a range of reading scheme books that are organised into “Book Boxes” so that the children experience a range of stories and text types. The children move through the Book Boxes at a steady pace, often re-reading the books to ensure they have secured the vocabulary until they become a “free reader”. They can choose books from the school’s well stocked library to read in school and at home; selecting a book is supported where possible by an adult who knows their confidence and challenge level as well as their interests.
The children also have opportunities for group or whole class guided reading sessions in class when they read a text that is often a little more challenging than one they would read alone as the adult supporter can scaffold their learning and help them to develop reading skills of a higher standard.
It is vitally important that the children read daily for a few minutes, preferably to an adult. Sometimes it is hard to think of questions you can ask whilst you are hearing your child so we have attached a document that might give you some ideas:
- We assess children regularly using Letters and Sounds in EYFS and introduce the Year 1 phonics test in Year 1 to check children's progression
- We put interventions in place where children aren't meeting year group expectations, in consultation with parents/carers.
- We use Accelerated Reader when a child is a fluent reader, to assess their understanding of a text through an online quiz. This gives us a standardised reading score and allows us to track a child's progress in reading.
- We test children termly using the NFER Reading test in Year 2-6, which provides a standardised score and allow us to track children's progress and adapt our teaching to 'diminish gaps' to ensure children make further progress.