Welcome to our English page.
Reading is vital and one of the most important aspects of learning to read is the use of phonics. Here is a video that explains the phoneme sounds.
Synthetic phonics are an essential tool in the development of reading skills and in the spelling of words. Children are taught ‘blending for reading’ and ‘segmenting for spelling’. Blending is recognising the phonemes in a written word and merging or synthesising them in the order in which they are written to pronounce the word. Segmenting is identifying the individual phonemes in a spoken word and writing down letters for each sound to form the word.
Children in EYFS and KS1 have a 15-20 minute daily discrete phonics session. We use the guidance in Letters and Sounds. In Reception, children are introduced to grapheme/phoneme correspondences, blending and segmenting, alphabet knowledge and high-frequency word recognition. In Year 1 and Year 2 pupils progress through to Phase 6 of Letters and Sounds.
In Year 3, pupils are introduced to Support for Spelling (Edition 2). Any pupils who are not secure with their knowledge of phonics (Phase 1-5) will receive additional support through intervention. Support for Spelling will be used as the basis for spelling patterns until the end of Year 6. Extracts taken from the Support for Spelling programme are included as an appendix.
The Support for Spelling enables pupils to focus on particular spelling patterns. It is essential that any spellings which are sent home for the child to learn (this is not a requirement) follow a particular
pattern which has been taught. The exception to the previous sentence is where the spelling of subject/topic specific vocabulary needs to be learnt.
The hearing of reading is NOT the teaching of reading. Children who are good at decoding can often appear to be fluent readers because they sound good. It is only discussion and exploration of the text that will reveal how much, and to what depth, the child has understood what they have read.
When hearing a child read:
- about facts and information that were on the page
- about the main character
- abut the main events
- what might happen next
- why something might have happened
- how the text is laid out or arranged on the page
- the language used and how it affected the reader
- what the writer is trying to say to the reader
- what the reader thought about the text and why
Here you can find some links to other websites.
Do you want to practise alphabetical order? Click here
Do you want to practise your reading comprehension skills (fluent readers)? Click here