Globe Primary School

Globe Primary School
Life at Globe Primary School Life at Globe Primary School Life at Globe Primary School Life at Globe Primary School Life at Globe Primary School Life at Globe Primary School Life at Globe Primary School Life at Globe Primary School

Phonics and Reading

Reading at Globe

At Globe our core purpose is for our children to become lifelong readers who have a genuine love of reading. 

We want children to;

  • develop pleasure in reading and to be motivated
  • read for enjoyment, with confidence and with understanding
  • read from a wide range of quality texts and reading materials
  • have a good understanding of, and ability to apply knowledge of phonics and word patterns

How is reading taught at Globe?

In every class throughout the school all texts have been specially selected with the purpose to support children in their reading development. These may be; 

  • memorable texts that feature repetition and encourage prediction
  • texts within which rhythm and rhyme are important
  • texts that allow children to practise and apply their phonic knowledge
  • books with strong story shapes and structures
  • books with supportive illustrations
  • books that draw attention to written language and to the ways books work
  • stories with different cultural settings
  • books which provide information 

Children who are mastering reading competencies and require more challenging texts with a wider range of titles, genres and authors, experience;

  • texts with sophisticated plots and flashbacks
  • books that deal with important and current themes
  • books in which language is used in lively, inventive ways
  • books by skilful and experienced children’s writers and illustrators
  • traditional and contemporary ‘classics’ of children’s literature, inc narrative poetry
  • stories with different cultural setting
  • texts that promote discussion and reflection
  • However, the most important feature of our collection is that the texts, engage and positively reflect the children’s interests and backgrounds. 

All classrooms have attractive book area where from a very early age children are taught to scan and choose their favourite story or text of interest. In addition to this children are read stories each day at story time and are expected to read with parents each night and to record what they have read in the school’s ‘Reading Together’ home reading journal. It also provides opportunities for parents to write comments about how they feel their child’s reading is developing. (READING TOGETHER TIPS/GUIDANCE)

Once a week all children visit and borrow a book of their choice form the school’s library as well as regularly take ‘home’ reading books from the class library and/or ‘levelled’ book boxes. All children throughout the school (with the exception of nursery) are provided with their own copy of the text they are currently studying in class in which they can practice and gain further understanding at home. 

Read, Write Inc (Early Years and KS1)

From Early Years and into KS1 we use a reading programme called ‘Read, Write Inc’ which fulfils all the reading requirements of the National Curriculum. Within the programme (See Link: Reading/writing activities) Children are grouped according to their reading abilities and are regularly assessed to measure their progress. When progress is made they move through the book levels: 

Expectations

Sound play

 

Ditty (*)

 

Green

Purple

Pink (*)

Orange

Yellow

Blue

Grey (*)

End of Reception

 

 

 

 

 

 

 

 

End of Year 1

 

 

 

 

 

 

 

 

End of Autumn term, year 2

 

 

 

 

 

 

 

 

(*) See Link for an example of the text and activities carried out throughout. 

Children’s reading progress is assessed by the ‘Reading Leader’ who is an experienced senior member of staff. The children are assessed for; accuracy, fluency and understanding of the texts from the range of texts they have studied within that book level. If successful they then move up to the next book level. When all the texts in Grey level (13 stories) have been studied, and assessment is successful, the children come out of the programme and join the ‘genre’ group where they follow the school’s Literacy scheme of work. When a child enters a new book level parents are immediately informed.  

If children have difficulties in remembering particular sounds or require extension work to develop their fluency or comprehension skills then they will attend 1:1 sessions with a member of staff that will enable them to ‘keep up’ with the programme’s daily activities. 

Early Years

Children begin their love of books in nursery. Attractive and inviting books with colourful illustrations and photographs are continually shared among adults and children whether indoors or outdoors and pertinent to the play activity they are involved in. When sharing the books adults model how to be a reader by using expression, intonation and gestures: all of which add to the engagement and ‘fun’ of reading. Adults will also use books to show children how they can be applied in everyday circumstances such as; reading a recipe when cooking a cake, reading instructions when learning how to play a game, reading an information book to find out how a car works or reading a funny poem to perform in class assemblies.

Children are also taught how to handle books and become familiar with the way books work for example, role-play an adult reading to the class by turning the pages, telling the story using pictures and saying phrases such as “Once upon a time”. Using story props, children are encouraged to use the stories they hear in their play as well as discuss the characters actions, predict the outcomes, suggest alternative endings and compare events in the stories with their own experiences.

In Reception, children continue to enjoy listening to a range of books daily and are taught to retell stories using correct sequence of events and applying its language pattern. They develop understanding that print carries meaning and in English, is read from left to right and top to bottom.  Children also show an understanding of the elements of stories such as, the main character, variety of openings and how information can be found in non-fiction texts to answer questions about where, how, why and how. 

Phonics begins in nursery where children listen to and join in with rhymes, alliteration, singing and clapping games, all very important activities which teach children to discriminate between and recognise sounds. Then, when appropriate the children move into small phonics groups where they are taught to recognise, read, pronounce and write sounds.

In Reception, children apply reading skills that are taught within the Read, Write Inc programme. This includes learning a new sound, hearing and say and sounds in the order they appear in a word and to use this knowledge to write simple ‘regular’ words and make phonetically plausible attempts at more difficult words. Everyday, the children will learn to read a sight word; these are words that cannot be completely sounded out (known as ‘High Frequency Word’), (High Frequency Words List 1) and practise naming the letters of the alphabet. Children are also taught comprehension skills where they search for answers within the text as well as develop skills in providing opinions based on the events read.

Key Stage One (Years One and Two)

In KS1 children continue to develop their reading skills where they spend an hour and fifteen minutes each day in their English groups. Based on one text throughout the week, all children participate in the following reading activities;

  • learn a new sound or an alternative spelling to a sound for example; ay, ai, a-e
  • practice reading ‘phonic’ words, including root and syllabic words; boot, check, shade, boy; yellow, em’boid’er; point-pointed-pointing  
  • learn a new word with uncommon sound spellings: the, said, my, are, call, could (High Frequency Words List 2)
  • checking the meaning of words
  • read the story:

First read – story familiarity and sounding words

Second time – to develop comprehension skills

Third time – to develop fluency, expression and reading with punctuation 

  • story discussion/debates
  • asking and answering questions
  • reading words at speed

Once children have finished the Read, Write Inc program they are then taught more advanced reading skills through daily English lessons and regular guided reading. Guided reading is when a group of similar ability children read the same text with a ‘given’ focus such as, recognising how texts are structure, making inferences on the evidence read in a text, predicting what might happen on the basis of what has been read so far and knowing how metaphors/adjectives create images for the reader. The children also begin to record the books they have read in class in their ‘Reading Journals’ which they will continue to use up till the time they leave school in Year 6. 

In addition, the children; will further develop and apply phonic knowledge; accurately read words with two or more syllables and words containing common prefixes/suffixes; develop fluency and speed reading and read more irregular spelt words such as, thorough, reign, separate, imagine. They will understand how paragraphs are constructed and how specific language and punctuation is used to build up tension and effect. There will also be more opportunities to discuss and express their views about what they have read, re-tell a range of stories and develop skills of intonation when reciting a repertoire of poems that have been learnt by heart.  

Below you will find an overview of what English (reading, writing, spelling, handwriting, speaking and listening and grammar) is taught in each year group.

Year One

Year Two

Key Stage Two (Year Three to Six)

In Key Stage Two, children build upon the reading skills learnt through a daily literacy lesson where guided reading is taught three times a week along with an extended weekly grammar lesson. The children also use the Accelerated Reading Programme where children take a computer based reading test after reading a book which assesses their reading comprehension and rewards their efforts (SEE LINK). Children continue to borrow books from the school library and those who read widely are given a kindle which is loaded with a range of books of their choice.

For children who are at the early stages of reading or who are finding reading difficult we have interventions such as Direct Phonics, Literacy Catch Up, Push Start, 1:1 reading and reading volunteers to support their progress.

Children continue to apply their phonic knowledge to root words, prefixes and suffixes, both when reading aloud and to understand the meaning of new words. Children develop skills in using dictionaries and thesaurus’s, and identifying words and phrases that capture the reader’s interest and imagination. Their positive attitude towards reading is further developed by;

  • participating in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say
  • listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books as well as reading books that are structured in a number of different ways and for a range of purposes
  • increasing familiarity with a range of books, including traditional and cultural stories, myths and legends, classic and modern fiction
  • identifying themes and conventions, and making recommendations
  • preparing poems and play scripts to read aloud and to perform, showing increased understanding through intonation, tone, volume and action so that the meaning is clear to the audience
  • recognising and learning by heart different form of poetry for example, free verse, limericks, haikus and narrative poetry

When reading independently children understand what they read, by;

  • exploring and explaining the meaning of words in context (SEE LINK – WORD LISTS)
  • asking questions to improve their understanding of the text
  • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying with evidence
  • predicting  what might happen from details stated and implied
  • identifying and summarising main ideas
  • identifying how language, structure, and presentation contribute to meaning
  • retrieve and record information from non-fiction texts
  • In Years 5 and 6 children develop skills in making comparisons within and across a wider range of books and begin to challenge others’ ideas and views. Children evaluate how authors use figurative language and distinguish between statements of fact and opinion. They also explain and discuss their understanding of what they read, including presentations and debates, and using notes where necessary whilst providing reasoned justifications for their views

Below you will find an overview of what English (reading, writing, spelling, handwriting, speaking and listening and grammar) is taught in each year group.

Year Three

Year Four

Year Five

Year Six

How do we assess children’s reading progress at Globe?

Reading is assessed each term for all children and progress is recorded, tracked and monitored. Once children can proficiently comprehend a variety of texts (usually in Y2) they start to partake out termly reading comprehension tests which the teachers analyse and identify individual targets which address the gaps in their understanding and/or application.  

There are three statutory reading assessments which have to be taken and these outcomes are reported to parents:

Y1 – a phonics screening

Children have to read 40 words: 20 of which are nonsense words in all which assesses children’s phonic knowledge. This test is usually taken in late June. A parents meeting is held in April where the ‘check’ requirements are explained in full (See Link)

Y2 – a reading test

Children take a reading comprehension test in May which covers fiction and non-fiction texts.  A parents meeting is always held to explain the test requirements and how it is administered, and to address any concerns.

Y6 – a reading test

Along with a Spelling, Grammar and Punctuation test, and maths tests, children also take a reading comprehension test. This test covers fiction, non-fiction and poetry, and is taken in May. A parents meeting is held to explain the test requirements and how it is administered, and to address any concerns. 

How do we promote reading at Globe?

We continually strive to instil a love of reading in all children by having regular well established, enjoyable and exciting reading based activities and events which promote and strengthen the reading abilities in our school, for example;

  • Every year we celebrate books with ‘Book Month’ where in the month of March authors come to meet and work with children, children compose their own story and design their book cover, threatre companies come in to dramatise well known stories, professional poets and oral story tellers perform, and ‘well known’ visitors promote reading such as, Colin McNaughton, Michael Rosen and Simon Callow.
  • We have an annual Book Character Day to celebrate World Book Day (March), as well as celebrate Harry Potter Night (February) and National Poetry Day (October)
  • Every Tuesday morning we have a Book Swap in our playground and every half term we have a Readathon after school. 
  • We have termly book fairs where the most current and popular books are for sale at discounted prices.
  • We have a wonderfully well stocked library, the Colin McNaughton Library, with a librarian who runs after school and lunchtime book clubs. 
  • Each year we produce a published anthology of the children’s own written stories for others throughout the school to read in our ‘Little Book of Stories’.    
  • Throughout the year we have an array of experiences, competitions and challenges, such as, a reading ‘Football’ challenge, various spelling and book review challenges, book poster competitions and poetry recital performances in various venues across London.   

This is just a taster as loads more happens in school. Below are some materials to explain some of what we do at school and resources to help parents support children’s reading at home. 

How to pronounce phonic sounds -http://www.ruthmiskin.com/en/resources/sound-pronunciation-guide/

Booklet ‘Help your child to read with phonics’

Word list years for Reception, Y1, Y2, Y3 and Y4, Y5 and Y6

Accelerated Reading -  https://ukhosted4.renlearn.co.uk/1893647/  Also found in our Online Home Learning Page

Phonics screen check (example from 2013)

Activities for children learning from Ditty books

Activities for children learning from Green, Purple, Pink and Orange story books

Activities for children learning from Yellow, Blue and Grey story books

Core reading books

Ideas to practice at home (activities for responding to reading) – Y1

Ideas to practice at home (activities for responding to reading) – Y2

Ideas to practice at home (activities for responding to reading) – Y3

Ideas to practice at home (activities for responding to reading) – Y4

Ideas to practice at home (activities for responding to reading) – Y5

Ideas to practice at home (activities for responding to reading) – Y6

Alan Peat sentences

Reading tips for parents when at home with your child