To Live in Love - St Thérèse of Lisieux Catholic Primary School

To Live in Love - St Thérèse of Lisieux Catholic Primary School
ST THERESE OF LISIEUX RC PRIMARY SCHOOL
EYFS READING & PHONICS POLICY
STATEMENT OF INTENT
At St Therese of Lisieux, all expectations, practices and standards are based on our
summary mission statement which states:
‘To Live in Love’
To ‘live in love’ means we are called …….
To Love God
To Love one another
To Love ourselves
The policy contains key information with regard to school expectations and good
practice as well as the principles which underpin these. The information contained in
this policy is to be shared with all relevant staff and other adults working within the
school.
This policy is to be reviewed every two to three years as part of self evaluation and
school improvement.
Aims
Our aim is to provide children with a sound knowledge of the basic skills required to
develop into confident readers, who have a lifelong love of books and reading.
Reading Schemes
The core reading scheme used in Early Years is Oxford Reading Tree with a variety of
branching out books, from the Story World and Project X collections, to give children
variety and a range of genre. Children begin with the ‘illustrations only’ books. These
provide essential practice in book handling skills, whilst developing descriptive
vocabulary. They also provide a fun start to sharing books with parents at home.
The scheme books progress in the level of difficulty, developing children’s sight
vocabulary and phonic skills. The scheme is used throughout lower school providing
continuity as the children progress. Teachers also have access to a range of fiction and
non-fiction books that can be used to supplement the core scheme.
Early Years Reading Programme
The Early Years Reading Programme begins in Nursery. Children are encouraged to take
home storybooks to share with their family in order to develop a love of books and
reading. The children are also given a sound book containing the Phase 2 letter sounds
and actions that can be practised at home. More able children are given key word flash
cards and reading books when appropriate.
In Reception Class, and in Nursery with those who are able, the children will read their
Oxford Reading Tree book individually to a member of the EY team once a week. Every
child will take home an Oxford Reading Tree book on Friday, to be returned on Monday.
A reading record is sent home with the books in which parents and teachers can
comment as the children practice their reading in class and at home.
Once the children are reading books with words, they will also take home additional
reading books aimed at their reading level on a Monday and Wednesday. Parents are
asked to keep the reading books for two days and spend time with their children every
night reading the stories, predicting what might happen next, recalling main events and
segmenting and blending words.
Children who are not yet able to read books containing words will be given a sound pack
to take home every Monday. The sound packs contain flashcards, phonics activities and
worksheets to help the children recognise the Phase 2 phonemes and begin to segment
and blend words.
In addition, the children will join in structured small group guided reading once a week.
Guided Reading
Group reading allows teachers to target specific ability groups or to focus on specific
reading skills. Teachers will use a variety of fiction and non-fiction books from the
Project X scheme in order to broaden children’s experiences of reading. These sessions
develop vocabulary, along with important discussion and reasoning skills. Children are
able to practise their phonic skills and strategies such as use of picture clues, or
prediction of story endings.
Shared Reading
These sessions are either whole class or small group reading sessions often using a class
text, ‘Big Books’ or text on the interactive whiteboard. The aim of such sessions is to
promote enjoyment of reading whilst focussing on key skills and strategies for reading.
They are often closely linked to writing or creative tasks that are going on in class at
that current time.
Phonic Teaching
Phonic teaching is delivered in line with the ‘Letters & Sounds’ phonics programme from
the beginning of Nursery. The able children in Nursery and children in Reception class
use the Phonics Play scheme to support the delivery of daily phonics sessions. Children in
Nursery are also taught the phase 2 and 3 sounds using the Jolly Phonics actions, stories
and songs to support their phonic knowledge. A 10-15 minute phonics session will be
taught daily throughout the Foundation Stage, with children grouped depending on
ability of the cohort. The children are formally assessed half termly, and if required,
regrouped in accordance to their ability. The Phonics Play scheme is also used
throughout Year 1 to ensure the continuity of progress.
High Frequency Words
When we feel that children are ready, they will also be given sets of high frequency and
‘tricky’ words to take home and learn by sight. Children will progress through the sets of
high frequency and ‘tricky’ words, and once they become confident in reading all
Reception words they will then move onto the Year 1 words. Children are also
encouraged to identify and read high frequency words through individual, shared and
guided reading, as well as during phonics sessions. Words are also displayed in the
classroom and in working areas for children to access during independent and guided
activities.
Recording
All children have reading logs and reading records noting their individual reading
progress, along with a group guided reading record which records key objectives and the
individual child’s contribution to the session. Whole class reading session objectives are
recorded on the weekly planning format. Staff may also make observation notes for the
Foundation Stage profile during these sessions.
Assessment
Children’s on-going development is indicated by their progress through the reading
scheme, along with teacher observations in whole class sessions and carefully planned
criteria for objectives during group sessions. Phonic knowledge is assessed on a daily
basis and formally assessed half termly; children are then grouped accordingly. High
frequency word knowledge is checked on an ongoing basis when staff or parents notice
an improvement in the children’s sight vocabulary. These words are also formally
assessed half termly by the EY team.
Differentiation
Methods of teaching in the Foundation Stage allow naturally for differentiation. In some
cases, very able readers will be accelerated through the reading scheme, after
consultation with the class teacher and the parents of the child. Children who find
reading more difficult will be supported by use of alternative books to provide further
practice and by targeted small group work.
Date: March 2017
Review date: Sept 2018
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