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Phonics, Spelling & Reading

Home / Curriculum / Phonics, Spelling & Reading

Phonics

In the Autumn and Spring terms in Nursery the children will participate in Phase 1 phonics activities which will support and enhance the development of their speaking and listening skills, their phonological awareness and their oral blending and segmenting skills.

Alongside this, children will develop their vocabulary through nursery rhymes, poems, songs and planned talk and we will encourage children’s love of reading through enticing story and poetry times.

In the Summer term, children will continue to participate in Phase 1 activities and develop their love of reading and stories and where children are able, practitioners will introduce children to the Read Write Inc Scheme of work. The children will become familiar with and practise silent signals, learn to name the pictures associated with each sound in Speed Sound Set 1, play Fred Talk games and become familiar with the sounds and the corresponding letters in Speed Sound Set 1.

In Reception the children will continue to follow the Read Write Inc phonics scheme of work and will take part in Speed Sound sessions; Word Time sessions; Reading sessions; Handwriting sessions; and Writing sessions.

In reading the children will: learn the sounds and the corresponding letters/letter groups from Speed Sounds Set 1 and 2; learn to read words using Fred talk and sound blending; learn to read from a range of ditties, storybooks and non-fiction books matched to their phonic knowledge; learn to read some Red words; and develop comprehension skills in stories

In writing the children will learn to write and form the letters/letter groups from Speed Sounds Set 1 and 2 with the help of fun phrases; learn to write words by using Fred Talk; learn to write some Red words; learn to build sentences by practising sentences out loud before they write

In speaking and listening the children will learn to work in pairs to answer questions; learn to practise every activity with their partner; learn to take turns in talking and reading to each other and develop ambitious vocabulary.

In Key Stage 1 phonics is taught daily for 45 mins to streamed groups of Year 1 and Year 2 children. Groups are streamed in order to deliver more personalised learning to smaller groups of children. We use the ‘Read, Write Inc’ (RWI) phonics programme to teach our sessions. The RWI scheme of work links phonics teaching to reading, with children accessing reading books as a part of each session.

In 2020, 81% of children passed the phonics screening check in Y1.

Reading

As well as taking part in daily reading sessions as part of their phonics lessons, Year 1 children also have RWI “book bag books” which are directly linked to the learning taking place in their phonics group.

Across the school we use a wide range of books and schemes to teach reading which are organised into book bands (see book bands below).

At Partington Central Academy we use Accelerated Reader (AR) as a tool for monitoring and managing independent reading practice. As part of our home school learning agreement pupils are recommended to read daily and take-home AR books as part of their continuous provision. As an extension of our termly reading assessment, pupils will be expected to take weekly tests, focusing on the book they have read. This allows us to monitor pupils progress and allow pupils to score additional points in order to achieve ready reader levels throughout their time at FGA. AR offers an extensive collection of books to cater across both KS1 and KS2 to ensure a wealth of texts, a passion for reading and consistent reading are embedded within our school ethos. Pupils will have incentives to achieve across the academic year based on the texts they have read and points achieved as part of their own individual development.

Spelling

From Year 2 to Year 6 all classes have daily spelling lessons lasting 20 minutes. Staff use the Headstart Spelling Scheme to deliver these sessions. The scheme provides children the opportunity to practise reading and writing words, which are embedded in sentences or presented in a game format, over a four-week period. This provides greater support for learning than words presented in a list with one spelling pattern per week. The scheme presents the spellings in groups of four to six spelling patterns a week, which are then repeated over a four-week period. This technique has a much better chance of leading to long-term memory than just encountering the word or the pattern once and not returning to it.

In this section

Curriculum
Curriculum Statement
Year Groups
- Reception
- Nursery
- Year 1
- Year 2
- Year 3
- Year 4
- Year 5
- Year 6
Phonics, Spelling & Reading
Curriculum Overview
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