SherbrookPhonics & Reading at Sherbrook
Sherbrook Reading Curriculum and Progression
Rationale
At Sherbrook Primary School we believe that reading, in all its forms, is important for all our pupils. Both for learning and pleasure. We are determined that our pupils will have the opportunity to engage with a range of stories, using the best modality possible for each child. We encourage our pupils to explore different characters and to listen to and engage with stories. At Sherbrook Primary School we recognise the functionality role of reading and we are determined to ensure that our pupils have the best start in learning to read as they develop into adulthood.
Phonics
Phonics is a way of teaching children how to read and write. It helps children hear, identify and use the different sounds that makes one word different from another.
Teaching children to blend the sounds of letters together helps them decode unfamiliar or unknown words by sounding them out. For example, when a child is taught the sounds for the letters t, p, a and s, they can start to build up the words: “tap”, “taps”, “pat”, “pats” and “sat”.
Fidelity to a well structured phonics scheme provides learners with a consistent approach to the learning of these sounds. With that in mind Sherbrook Primary School has decided to use Read Write Inc Phonics Programme to teach these sounds to our pupils. Our reading leader ensures that phonics is integral to our curriculum offer, that all staff have access to high quality CPD and that the teaching of phonics and therefore reading, is rigorous, consistent and of the highest quality.
Reading
At Sherbrook Primary School, we value all forms of reading. We celebrate and value the fact that our approach to reading may look different across our three curriculum pathways. Each pupil has daily access to books across our curriculum. Pupils have dedicated learning time to develop their 'phonic knowledge' and the application of reading.
We use reading areas which are engaging, quiet and comfortable, to foster a love of reading across the school. This includes the use sensory stories, to immerse and engage learners with specific needs to share the enjoyment of reading.
Reading across the Phases
Explorers - Pupils may also be supported to develop their early reading skills. They access reading through the use of interactive and sensory stories. The pupils explore Phase 1 phonics which is the first stage of phonics teaching. At this early stage, the focus is primarily on developing speaking and listening skills. The skills that underpin these activities can support children to become better ‘listeners’, take notice of their surroundings, and become more confident speakers.
These skills can then be delivered to children anywhere, at any time: through play, through purposeful interactions, and when children are at their most engaged. Pupils that are ready will begin to learn some of the early sounds using appropriately adapted resources.
Adventurers – Pupils will access reading through the use of interactive and sensory stories. Building up on the phase 1 phonics foundations pupils will also start to learn the technical aspect of phonics through the Read Write Inc scheme.
Discoverers - Pupils will share books with friends in small groups and in one to one sessions supported by staff. Staff and pupils will have opportunity to discuss the books they are reading. Pupils will read independently, review what they have read and share their opinions with others.
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Intent What outcomes do we want the pupils to achieve? |
Implementation What opportunities and provision will we provide in order to achieve this |
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Stage 1 – Pre Readers (linked to branches 1-4/ WSP 1-4) Pupils in this stage will be able to…
Pupils will be able to hold and manipulate a range of reading materials in order to extend their reading behaviours. Pupils will start to engage with simple stories and the sounds that adults make to promote active learning.
Listen to simple stories and understand what is happening, with the help of the pictures. Enjoy sharing books with an adult. Pay attention and respond to the pictures or the words. Have favourite books and seek them out, to share with an adult, with another child, or to look at alone. Repeat words and phrases from familiar stories. Ask questions about the book. Makes comments and shares their own ideas. Develop play around favourite stories using props. Notice some print, such as the first letter of their name, a bus or door number, or a familiar logo. |
Key strategies and types of provision/resources:
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Stage 2 Beginning Readers (linked to branches 5-8 / WSP 5-7) Pupils in this stage will be able to… Pupils handle books with care and able to turn pages one at a time. They can focus on pictures and text in books in order to identify main characters. Pupils can anticipate key events and able to fill in missing words or phrases in the story when left out intentionally by an adult in order to develop their understanding of stories or poems. Pupils can match identical photos, symbols and letters. Knows the sound of some of the letters of their own name and is able to identify other words that begin with the same letter in order to develop understanding of reading in familiar environments.
Enjoy listening to longer stories and can remember much of what happens. Understand the five key concepts about print:
Develop their phonological awareness, so that they can:
Engage in extended conversations about stories, learning new vocabulary. |
Key strategies and types of provision/resources:
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Stage 3 Early Readers (linked to branches 8 – 10/ WSP 7-9) Pupils in this stage will be able to… Pupils can read from left to right and top to bottom, and read and match CVC and familiar words without visual support. Pupils can link sounds to letters, name most letters in the alphabet and find words beginning with the same letter.
Engage in story times. Listen to and talk about stories to build familiarity and understanding. Retell the story, once they have developed a deep familiarity with the text, some as exact repetition and some in their own words. Use new vocabulary in different contexts. Listen carefully to rhymes and songs, paying attention to how they sound. Learn rhymes, poems and songs. Engage in non-fiction books. Listen to and talk about selected non-fiction to develop a deep familiarity with new knowledge and vocabulary. Read individual letters by saying the sounds for them. Blend sounds into words, so that they can read short words made up of known letter-sound correspondences. Read some letter groups that each represent one sound and say sounds for them. Read a few common exception words matched to the school’s phonic programme. Read simple phrases and sentences made up of words with known letter-sound correspondences and, where necessary, a few exception words. Re-read these books to build up their confidence in word reading, their fluency and their understanding and enjoyment. |
Key strategies and types of provision/resources:
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Stage 4 Readers (Branches 10 + / WSP 9+) Pupils in this stage will be able to…
Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes.
Reads accurately by blending sounds in unfamiliar words.
Reads common exception words. Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words. Develops pleasure in reading, motivation to read, vocabulary and understanding by:
Understands both the books they can already read accurately and fluently and those they listen to by:
Sound out most unfamiliar words accurately, without undue hesitation. Check a familiar text, which they can read accurately and fluently, makes sense to them. Answer questions and make some inferences on the basis of what is being said and done in a familiar text. |
Key strategies and types of provision/resources:
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