Teaching of Reading

At Lambourn Primary we begin with vocabulary development and sharing stories for pleasure. Children with their parents, carers, key person, peers and library enjoy hearing good quality narratives. They use the same language to feed back their own life stories using story language and time connectives. E.g. Once upon a time, A long, long time ago, first, next, then, afterwards and finally.

In nursery and reception the adults are all skilled to support children’s language development. Assessing and planning using Every Child A Talker and ICAN resources/toolkits.

ECAT West Berkshire link

Ican link

Nursery and Reception teachers plan to develop children’s speaking and listening skills, phonological awareness and oral blending and segmenting, to prepare them for learning to read and write using Letters and Sounds.

The activities they use are intended to be used as part of a broad and rich language curriculum that has speaking and listening at its centre, links language with physical and practical experiences, and provides an environment rich in print and abundant in opportunities to engage with books.

Reading and Spelling Overview Nursery - Yr6

KS1 Phonics

Early Years Foundation Stage and Year 1 and 2 utilise the 'Letters and Sounds' Phonics programme alongside a suite of other resources and Apps to compliment this curriculum such as: LCP Phonics; Phonogram Sounds and Phonics Play.

Key words you will hear your children using

Grapheme (letters used in spelling and reading e.g. ai). Phoneme (sound that the letters make /a/) Diagraph (two letters that make one sound e.g. ai). Letters written between // are the sound, think of the forward slashes as ears - to hear. Children are supported and encouraged to use their fingers for spelling and clapping for syllables.

Letters and Sounds

From Nursery to Year 2, children will be taught phonics on a daily basis. Letters and Sounds guidance is divided into six phases. Some children will continue with this programme in KS2. An overview of these phases is shown below.

The teaching of high quality phonic work: overview of phases

Phase One
Supports the importance of speaking and listening and develops children’s discrimination 
of sounds, including letter sounds. This develops from birth into adulthood.

Phase Two
The children learn to pronounce the sounds themselves in response to letters, before blending them. This leads to them being able to read simple words and captions.

Letters: s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, ff, l, ll, ss

Tricky Words: the, to, I, no, go

Phase Three
Completes the teaching of the alphabet and moves on to sounds represented by more than one letter. The children will learn letter names and how to read and spell some tricky words.

Letters: 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

Tricky Words: he, she, we, me, be, was, my, you, they, her, all, are

Phase Four
The children learn to read and spell words containing adjacent consonants, no new learning with regards to letters.

Tricky Words: said, so, have, like, some, come, were, there, little, one, do, when, out, what

Phase Five
The children broaden their knowledge of sounds for use in reading and spelling. They will begin to build word-specific knowledge of the spellings of words.

Sounds: ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, ey, a_e, i_e, u_e, o_e

Tricky Words: oh, their, people, Mr, Mrs, looked, called, asked

Phase Six
This focuses more sharply on word-specific spellings. It encourages children to become fluent readers and increasingly accurate spellers.

Home Reading

In the Nursery the children take home books to share. As they progress, some children will be given a reading book from the school’s banded reading scheme.
From Reception children progress through the bands at the pace deemed appropriate for them by ongoing teacher assessment.

Each band contains the whole range of genre with books from published schemes, well-known 
authors and recommended primary book lists.

Please remember that the School Diary is a means of communication between home and school and we ask that you regularly feedback how your child is progressing with their book, as it is important to ensure they read as much as possible and that we ensure their books are changed as needed.

School Reading

The most effective way of teaching reading is through small-group guided sessions with a member of staff working closely with a group. Therefore, your child will read regularly with their class teacher within a guided or shared session.

Useful reference points

DfE (2011) Criteria for assuring high-quality phonic work

DfE (2012) Encouraging reading for pleasure

DfE (2012) Phonics products and the self-assessment process

DfE (2012) Phonics Screening check

DfE (2012) Teaching the higher levels of phonics

Ofsted (2010) Reading by Six: how the best schools do it.