CP Early Reading and Phonics Policy FINAL Jolly Phonics Pupil Book 1- covers all the 42 letter sounds,

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  • Early Reading and Phonics Policy

    Rationale: We aim to teach high quality phonics to ensure the children have the best start possible in reading and writing. Phonics is the beginning of children’s body of knowledge, skills and understanding that are an essential part of learning to read and write. In order to read and understand texts children must learn to recognise/ decode, the words on the page. Good quality phonic teaching secures the skills of word recognition and decoding which allow children to read fluently. This will result in children being able to read for pleasure, then move onto children developing comprehension skills. These phonic skills need to be taught systematically. Children need to acquire secure and automatic decoding skills and progress from ‘learning to read’ to ‘reading to learn’ for purpose and pleasure. The principles and aims of the teaching, learning and delivery of phonics at Chesterton Primary School: The aim of this document is;

    • To establish consistent practice, progression and continuity in the teaching and learning of phonics throughout the school;

    • To differentiate phonics work according to the needs of pupils, so that all pupils are given sufficient challenge at a level at which they can experience success;

    • To give children word work strategies that will enable them to become fluent readers and confident writers;

    • To teach children specific strategies to help them remember tricky words. • To ensure that the teaching of phonics is lively, interactive and investigative. • To encourage children to apply their phonic skills in all curriculum areas. • To provide access to a suitably differentiated and challenging curriculum; • To promote opportunities for disadvantaged learners; • To work in partnership with parents/carers to help them to promote their child’s learning and

    development; High Quality Phonics High quality phonics is most effective when:

    ! It is part of broad and rich curriculum that engages children in a range of activities and experiences to develop their speaking and listening skills and phonological awareness.

    ! It is multi-sensory, encompassing simultaneous visual, auditory and kinesthetic activities to engage core learning.

    ! It is systematic and follows a carefully planned programme which reinforces and builds on previous learning to secure children’s progress.

    ! Is taught discretely and daily at a brisk pace. ! There are opportunities to reinforce and apply acquired phonic knowledge and skills across the

    curriculum. ! Children’s progress in developing and applying their phonic knowledge is carefully assessed and

    monitored.

    Meeting the needs of all learners for the effective teaching, learning and delivery of phonics at Chesterton Primary School: We believe that provision for the teaching, learning and delivery of high-quality interactive phonics is vital and crucial for every learner.

  • Early Reading and Phonics Policy

    All phonics in Reception, KS1 and lower KS2 is taught following the ‘Jolly Phonics’ Programme. See Appendix for What is Jolly Phonics?, the Jolly Phonics Scope and Sequence and Jolly Phonics and the National Curriculum. We have adopted the suggested daily teaching sequence Introduction, Revisit and Review, Teach, Practice, Apply and Assess learning against criteria. Nursery and Prenursery follow Letters and Sounds Phase 1 Phonics which is delivered through well planned, engaging and interactive activities daily. Nursery follow this until the Summer Term where they are introduced to Jolly Phonics Action Songs and Sounds. From Reception to Year Two, children are ability grouped for phonics lessons to ensure that the learning is differentiated to meet their needs and optimum learning can occur. Ability grouping is mostly within the year group class, however, identified children are also grouped together across year groups if their needs cannot be met in their year group. Lower KS2 children are taught through targeted interventions. Teaching is multi-sensory, encompassing simultaneous visual, auditory and kinesthetic activities to enliven core learning. Phonics lessons will be 20-30 minutes long, taught daily, briskly paced sessions and then applied to reading and writing in a meaningful context. All activities are well matched to the children’s abilities and interests, and all classroom environments have an age appropriate display concentrating on both sounds and key words. At Chesterton Primary we provide ample opportunities to reinforce and apply acquired phonic knowledge and skills across the curriculum and in such activities as shared and guided reading and writing. Class teachers will have ultimate responsibility for assessment of the children in their class and tracking the progress of their children. EYFS: - Prenursery:

    ! Daily adult led speaking and listening activities. ! Daily rhythm and rhyme activities. ! Daily reading and story sessions for whole class and in small groups. ! Focus on Phase 1 Letters and Sounds. ! Continuous provision indoors and outdoors to support children in Phase 1 independently. ! We run a parent workshop, ’Letters & Sounds’ to support parents and carers at home with speaking

    and listening activities linked with the letters and sounds document. Nursery:

    ! Daily adult led speaking and listening activities. ! Daily rhythm and rhyme activities. ! Daily reading and story sessions for whole class and in small groups. ! Focus on Phase 1 Letters and Sounds. ! Continuous provision indoors and outdoors to support children in Phase 1 independently. ! We run a parent workshop, ’Letters & Sounds’ to support parents and carers at home with speaking

    and listening activities linked with the letters and sounds document. ! Each nursery child is given a ‘Sound Book’ in the Autumn 1 Term – this contains activities that link to

    the child’s current learning and letters and sounds activities used in class which will be completed at home with parents.

    ! In the Summer Term the children will be introduced to the Jolly Phonics songs and actions ! Follow the Reading Progression for EYFS (see Appendix).

  • Early Reading and Phonics Policy

    Reception: - • Children start in Reception using the Jolly Phonics action songs and stories. The actions are used to

    increase the children’s confidence and prompt them whilst writing. • They are taught all 42 sounds (Groups 1 – 7) using the interactive ‘Jolly Phonics for the Whiteboard’

    programme. • The primary focus during the Reception year is to follow Jolly Phonics Pupil Book 1. This is the first

    book in the Jolly Phonics Pupil Books that cover all the five skills for reading and writing. Children are able to work through each book and complete a wide variety of engaging daily activities, which develop key literacy skills. The teacher is able to support and guide the children through the books with the Jolly Phonics Teacher’s Book. Jolly Phonics Pupil Book 1- covers all the 42 letter sounds, with the Jolly Phonics action, letter formation, listening for letter sounds in words, blending activities and the first set of tricky words.

    • Children to be reading and constructing simple sentences using dictation. • Follow the Reading Progression for EYFS (see Appendix). • Daily adult led speaking and listening activities. • Daily rhythm and rhyme activities. • Daily reading and story sessions for whole class and in small groups. • Continued provision indoors and outdoors to support children in the respective phase independently

    and to reinforce the sounds being learnt that day or that week. • Daily discrete phonics lessons every day for 20 minutes. • When teaching phonemes, adults ensure that children are also taught the correct formation of the

    grapheme. Is correct letter formation stressed at all times? • Children are taught whole class. The gaps in children’s sounds are identified through assessment and

    relevant are put into place to support the individual learner. • If applicable, fast-learning children from Nursery join children in Reception for phonics sessions. • Children are introduced to a canon of stories and rhymes that they hear and rehearse frequently and

    the continuous provision reinforces the stories and rhymes being learnt. • There are opportunities for shared reading in literacy sessions • Guided reading introduced in ability groups for pupils who are reading. • Introduce and send home Jolly Phonics Orange fully decodable readers. See Appendix for

    breakdown. • Follow agreed terms of vocabulary as outlined in the Jolly Phonics Teachers Handbook whilst

    undertaking phonic lessons and across the curriculum. Exceptions to these have been agreed by Chesterton Primary Staff. For example, the use of ‘hop over e’ a e in Jolly Phonics will be referred to as a split digraph and modelled with a joining curve a e.

    KS1: - The children are streamed according to their abilities, there are suitable and regular intervention groups for those experiencing difficulties. The incremental development of phonics skills are suitably linked to developing comprehension skills. See Appendix for Jolly Phonics Scope and sequence and Jolly Phonics and the National Curriculum. For those pupils who did not meet the expected standard in the phonics check in Year 1 receive sufficient and regular support to ensure they reach their target in Year 2. Fully decodable reading books will be matched accordi