Reading at school
At Plover Primary we want our children to become enthusiastic, engaged readers and to develop a life-long love of books. We introduce the children to a range of good quality fiction, non-fiction and poetry books through a whole class, core-text approach to teaching reading and during their weekly guided reading sessions.
In the early stages of reading, we teach children to decode words using phonic skills as their main approach, alongside which we teach sight vocabulary. Once grasped, the focus for developing reading is on understanding and comprehension. Your child will read with their class teacher once a week during their guided reading session.
Reading at home
All children will bring home levelled books (according to their stage of development) and we ask that parents support their child by listening to them read as often as possible. At the front of their Reading Record is your child’s reading target, please use this alongside their phonic skills. Your support with reading at home is hugely important for developing their reading skills, confidence and understanding. Even if your child is an independent reader, it is still important for you to read with them, listen to them and discuss the books they are reading.
Reading is a key focus at school and as well as Guided Reading a range of interventions (BRP, Rapid Read) are undertaken. We encourage parents and other volunteers to come in and listen to children read. We also encourage older children to work with younger children in their reading by developing their questioning, decoding and comprehension skills.
Phonics at school
Phonics is taught daily at Plover Primary school to all children in Foundation Stage and Key Stage One. We use the Letters and Sounds programme to teach children the letters of the alphabet and their matching sounds. We sometimes use songs and actions from Jolly Phonics to help us remember our sounds.
The children are taught to read words by blending, which means pushing all the sounds together to make a word. The children are taught to spell words by segmenting, which means sounding out words and writing down the sounds they can hear.
By the end of Foundation Stage children are expected to know all Phase Three sounds. By the end of Year One all children are expected to know all Phase Five sounds. When finishing Key Stage One the majority of children are secure in Phase Six sounds. This phase moves away from learning sounds and focuses on spelling rules and patterns.
For children who are not secure a variety of interventions are put in place.
At the end of Year One all the children in the country take a test called Phonics Screening. They have to read 40 real and nonsense words. We call the nonsense words “Alien words” and the children practice reading them every day.
If you have any questions or would like any further support please come and speak to Mrs Lewis, Year 2 class teacher or your child’s own class teacher.