At Chapelford Village Primary school, we believe that literacy and communication are key life skills. Through the English curriculum, we will help children develop the skills and knowledge that will enable them to communicate effectively and creatively through spoken and written language and equip them with the skills to become lifelong learners. We aim to develop these skills through an integrated programme of Speaking & Listening, Reading & Writing.
Literacy is at the heart of all children’s learning. Literacy enables children both to communicate with others effectively for a variety of purposes and to examine their own and others’ experiences, feelings and ideas, giving these order and meaning. Because Literacy is central to children’s intellectual, emotional and social development it has an essential role across the curriculum at Chapelford Village Primary school and helps pupils’ learning to be coherent and progressive.
We place great emphasis on developing the links between reading and writing and our children’s independent writing evolves from quality shared class reading texts over a half term. We specifically select these quality texts to link in with our topic and pupils interests, thus immersing the children in the quality texts over a period of time. As a school we encourage a reading rich environment and staff model the enthusiasm and passion for reading to ensure that our pupils are exposed to rich and stimulating texts that support the development of vocabulary, imagination and key language skills.
At the start of the Autumn Term 20 we followed the CPLE (Centre for Literacy in Primary Education) unit of work based around the text Here We Are: Notes for Living on Planet Earth by Oliver Jeffers#CLPEWordsForTheWorld. This literacy based unit of work enabled the school to use a single text to support effective transition back into school. The age (or stage) appropriate activities provided opportunities for children to use writing for a range of purposes including personal response, shared reading and meaning- making. This unit places literacy at the heart of the school’s recovery and recalibration curriculum.
At Chapelford Village Primary School we strive for all of our children to be literate. By the end of Year 6 we aim for all children to be able to:
- be effective, competent communicators and good listeners;
- express opinions, articulate feelings and formulate responses to a range of texts both fiction and non-fiction using appropriate technical vocabulary;
- foster an interest in words and their meanings, and to develop a growing vocabulary in both spoken and written form;
- have an interest in books and to read for enjoyment, engaging with and understanding a range of text types and genres;
- be able to write in a variety of styles and forms showing awareness of audience and purpose;
- develop powers of imagination, inventiveness and critical awareness in all areas of literacy;
- use grammar and punctuation accurately;
- understand spelling conventions;
- produce effective, well-presented written work.
At Chapelford Village Primary School, we promote and value reading as an enjoyable activity and a life skill. We know that reading matters not only to our pupils’ language development along with their academic success but reading also giving us pleasure and comfort. We therefore ensure that our pupils will have access to a wide range of reading opportunities both at school and at home.
There are different types of reading opportunities within school matched to the age and ability of all pupils. Reading in the Early Years Foundation Stage at Chapelford Village Primary School will support children in developing an interest and enjoyment of reading. Initially, the children will be encouraged to develop positive reading behaviours, such as handling books carefully, holding books upright, turning pages and showing an interest in illustrations, understanding and joining in with stories, books, poetry and rhymes, recognising that print carries meaning, in both books and the environment. Through this, children should develop a competency to read a range of familiar words and simple sentences.
In shared reading, the teacher models the reading process to the whole class as an expert reader providing a high level of support. Texts are rich and challenging to nurture and develop a love of reading at all levels. Staff use a variety of stimulating books to engage and enhance the child’s wider reading experiences through planned questioning. We follow Pathways to Read from year 2 to year 6.
Across the school, we endeavour to promote a love of reading of all our children in many ways. One of which is through our displays. We ensure that a range of topic and information books are incorporated into their displays for other areas of the curriculum, such as Geography and History, for example. This encourages children to further broaden their knowledge and reading of a particular topic or subject area. Classroom reading environments are print-rich and stimulating with a wide range of books displayed creatively and imaginatively. Working walls display rich and varied vocabulary. Reading areas display recommended books, author studies, prompts to support children to read and children’s own books that they have written. World Book Days inspire and motivate children to have a love of reading and to share books. All classrooms have a well-stocked book area with a range of fiction and non-fiction. Pupils also have opportunities to read newspapers, information leaflets and ICT texts. The school library is an important resource and pupils are taught how to use it appropriately.
Children have access to a wide range of authors and publishers in school. Curtis Jobling (http://curtisjobling.com/) is our Mat author who regularly visits the school and works with the children. We also ensure that every year group has a different author study each half term to encourage children to broaden their reading horizons and provide opportunities for them to read a variety of titles by an author whose work they enjoy.
READING AT HOME
Research evidence indicates that promoting the development of reading habits with parents makes a significant impact so we want to continue working with you and offering support and guidance when reading at home with your child. Therefore, we have included some great resources and ideas from the Education Endowment Foundation.
When reading with your child, it can be very easy to focus on the words themselves and ensuring that we turn the pages to get through the book. However, we can sometimes miss the opportunities for conversations that arise naturally as we read. Book talk is really important for successful learning. Now just isn’t the time to be too anxious about what children are reading. Reading instructions, recipes, and even old baby books, are all valuable. We often worry that about the level of perceived challenge of a book but please remember that sustained talk around picture books, especially for younger children, is certainly valuable reading.
Children should be encouraged to return to their favourite stories, given the likely emotional benefits during this tricky time. Indeed, in such uncertain times, children may gain comfort from reading a book they enjoyed as a very young child. Please borrow ideas from TRUST framework to open the door to lots of healthy discussion, and of course, a love of reading.
As you share a book, why don’t you use some of these questions to begin the conversation?
Take turns to make plans and predictions before reading: ‘I wonder if… what do you think?’ ‘You think… Oh, I thought…’
Recap to check ideas and understanding as your child is reading: ‘
So, you think that…’ ‘Did you expect…to happen?’ ‘Why do you think that happened?’
Use encouragement and praise to keep children engaged in reading: ‘What brilliant ideas…let’s see what happens.’ ‘You thought so carefully about... What might happen now?’
Share prior knowledge and past experiences that link to what is being read: ‘Have you learnt about…at school?’ ‘Do you remember when we watched…and found out about…’
Tune-in and listen to your child – be curious about their interests: ‘I didn’t know you knew so much about…’ ‘I love reading stories about...with you.’
Read Write Inc at Chapelford Village Primary School
Children who read regularly or are read to regularly have the opportunity to open the doors to so many different worlds! More importantly, reading will give your child the tools to become independent life-long learners.
We can achieve this together through:
- Read Write Inc, a program to help to your child read at school
- Encouraging children to develop a love of books by reading to them daily, at home and at school
- Giving children access to a wide range of books at school and at home
At Chapelford Village Primary School we use Read Write Inc Phonics (RWI) to give your child the best possible start with their literacy. We have put together a guide to how the RWI programme works together with some useful links. Please take the time to read the information as it will provide invaluable information as to how you can help and support your child in reading.
What is Read Write Inc?
Read Write Inc (RWI) is a phonics complete literacy programme which helps all children learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling. The programme is designed for children aged 4-7. RWI was developed by Ruth Miskin and more information on this can be found at https://ruthmiskin.com/en/find-out-more/parents/.
How will RWI be taught?
Read write inc is taught daily at Chapelford Village Primary School. Children start the program in reception continue in year one and year two.
In Reception all children will learn how to read the sounds from set 1 in words and learn how those sounds can be written down.
- learn 44 sounds and the corresponding letters/letter groups using simple picture prompts – see below
- learn to read words using Fred talk and sound blending
- read from a range of storybooks and non-fictions books matched to their phonic knowledge
- work well with partners
- develop comprehension skills in stories by answering 'Find It' and 'Prove It' discussion questions
- learn to write and form the letters/letter groups which represent the 44 sounds with the help of fun phrases
- learn to write words by using Fred Talk
- learn to build sentences by practising sentences out loud before they write
- they work in pairs so that they:
- answer every question
- practise every activity with their partner
- take turns in talking and reading to each other
- develop ambitious vocabulary
Year One & Year Two
Children follow the same format as Reception but will work on complex sounds in set 2 and set 3 and read books appropriate to their reading level. Daily sessions of RWI phonics last for one hour.
Five key principles underpin the teaching in all Read Write Inc. sessions:
Purpose – know the purpose of every activity and share it with the children, so they know the one thing they should be thinking about
Participation – ensure every child participates throughout the lesson. Partnership work is fundamental to learning
Praise – ensure children are praised for effort and learning, not ability
Pace – teach at an effective pace and devote every moment to teaching and learning
Passion – be passionate about teaching so children can be engaged emotionally.
Children will be taught how to read as follows:
Before you start to teach your child, practise saying the sounds below. These are the sounds we use to speak in English.
We use pure sounds (‘m’ not’ muh’,’s’ not ‘suh’, etc.) so that your child will be able to blend the sounds into words more easily.
At school we use a puppet called Fred who is an expert on sounding out words! we call it, ‘Fred Talk’. E.g. m-o-p, c-a-t, m-a-n, sh-o-p, b-l-a-ck.
The following video is an example of blending sounds with Fred. https://www.youtube.com/watch?v=dEzfpod5w_Q
The children are taught the sounds in 3 sets.
Set 1 Sounds are taught in the following order together with rhymes to help children form the letters correctly and instantly recognise sounds ready for blending.
Please do not use letter names at this early stage
Watch this clip to hear how to pronounce set 1 sounds correctly.
Children will also use pictures for each sound to help recognise the sound and then form the shape of the sound.
The children are then taught Set 2 Sounds - the long vowels. When they are very confident with all of set 1 and 2 they are taught Set 3 Sounds.
Nonsense words (Alien words)
As well as learning to read and blend real words children will have plenty of opportunities to apply their sound recognition skills on reading ‘Nonsense words’. These words will also feature heavily in the Year One Phonics Screening check in the summer term.
Children will be introduced to ‘Ditty books’ when they successfully begin to read single words. The short vowels should be kept short and sharp:
Children use sound-blending (Fred Talk) to read short ditties. Within all the books children will have red and green words to learn to help them to become speedy readers. Red words are words that are not easily decodable and challenge words to extend children’s vocabulary. Green words are linked to the sounds they have been learning and are easily decodable.
What is the Year 1 phonics screening check?
The Year 1 phonics screening check is a short, light-touch assessment to confirm whether individual pupils have learnt phonic decoding to an appropriate standard.
It will identify the children who need extra help so they are given support by their school to improve their reading skills. They will then be able to retake the check so that schools can track pupils until they are able to decode.
Further information can be found on https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/194057/phonics_check_leaflet_2013_.pdf
To help at home:
Your child will start to bring books home when they are confident readers. Ensure you read with your child 5 times a week. It is also important for your child to listen to read and share stories together to promote a love and passion for learning. Please help them to read and give lots of praise! If you have any other questions about RWI, please see your class teacher.
Useful websites for Parents
Please find a list of websites that you may find useful in helping you and your child learn about phonics. Games and fun activity websites are also included.