- Firm Foundations in Phonics 1 - general sound discrimination and phonological awareness.
- Reception: The Basics 2 - Listen, Recognise, Build, Read and Write.
- Reception: The Basics 3 - Recognise, Build and Write.
- Year 1: Adjacent Consonants and The Higher Levels. The Basics 4 - Recognise, Build, Read and Write.
- Higher Levels of Phonics 5 c and b - Recognise, Build, read and Write.
- Tuning into Sounds (auditory discrimination)
- Listening and Remembering Sounds (Auditory memory and sequencing)
- Talking about Sounds (Developing vocabulary and language comprehension)
|Securing The Basics 2 CVC||Tricky Words|
|Group 1: s, a, t, p||N/A|
|Group 2: i, n, m, d||I, is|
|Group 3: g, o, c, k||the, to,|
|Group 4: ck, e, u, r,||go, no,|
|Group 5: h, b, f, l,||has, his, as,|
|Group 6: ll, ff, ss||of, into|
|Securing The Basics 3 CVC||Tricky Words|
|Group 1: j, v, w, x||her, was, you|
|Group 2: y, z, zz, qu||he, she, we, me, be|
|Group 3: ch, sh, th, ng||they, my, by|
|Group 4: ai, ee, igh, oa||are, all|
|Group 5: oo, oo, ar, or||some, come|
|Group 6: ur, ow, oi, er||so, do|
|Group 7: ure, ear, air||little, out|
|Securing The Basics 4. Adjacent Consonants.||Tricky Words|
|Group 1: CVCC||were, what, like, have|
|Group 2: CVCC and Polysyllabic||there, here, said, one|
|Group 3: CCVC||house, when, our, your|
|Group 4: CCVC and Polysyllabic||love, school|
|Group 5: CCVCC CCCVCC and Polysyllabic||them, then, that, this|
|The Higher Levels - Choose to use spellings.||Tricky Words|
Choose to use Two
|ai and ay, ee and ea, igh and ie, oa and oe, oo and ue||their, people, Mr, Mrs|
Choose to use - Split - Digraph
|ai, ay and a_e, ee, ea and e_e, igh, ie and i_e, oa, oe and o_e, oo and ue and u_e||oh, these, friend, asked|
Choose to use Two
|oi and oy, ur and ir, ow and ou, or and aw, w and wh||where, today, once|
Choose to use Two and Three
|air and are, n and kn, r and wr, f and ff and ph, or, aw and au||could, should, would. called|
Choose to use Three and Four
n, kn and gn,
or, aw, au and ore,
ee, ea, e_e and ey,
ee, ea, e_e, ey and y
oo, ue, u_e and ew
|looked, son, says, want|
Choose to Use
air, are and ear
ur, ir, and or
ch and tch
j and dge
ur, ir, or and er
|after, half, only, with|
The Higher Levels
Switch it Spell Sounds
|i, o, c, g||
sixth and wild,
frog and old
crisp and cement
growl and gem
|does, goes, tall, call, small, laughed|
|u, ow, ie, ea||
underpants and tuba
clown and yellow
pie and chief
dream and bread
|why, over, above. live, please|
|a, a, ou, o||
apple and angel
apple, angel and watch
Mouse and mouldy
frog, old and monk
|water, because, break, work|
|y, y, ch, ch, ou||
yellow and cry,
yellow, cry and crystal,
children and chef
children, chef and chorus
|who, any, many, move, eye|
We aim to expose children to a wide-range of quality texts that will foster a life-long love of reading. We want children to leave our school reading fluently, accurately and with expression. Children will develop a secure knowledge of vocabulary and grammar so they can understand a wide range of text types such as traditional stories, reports, instructions and persuasive writing.
Books shared with the children have been carefully selected so that stories can be ‘mirrors’, ‘windows’ and ‘doors’ for the children to learn about themselves and the world around them.
Mirror stories allow children to see themselves and their lives reflected in them. Window stories help the children understand the lives of people who are different from them and better understand the world around them. Door stories can transport the reader into a different world; the world of the story.
Whole Class Reading
In KS2 Whole Class Reading sessions are taught each week. Children study a book through each term with poems and non-fiction extracts included to supplement the main text. Each session teaches the children key vocabulary and contextual knowledge they need to understand the text. The children have time to develop fluency of reading to develop reading stamina, pace and expression. Comprehension questions, drama and writing opportunities are then used to interrogate the text further.
Teachers and class TAs hear children read individually at least fortnightly with targeted children heard more regularly. In addition, children are heard read as part of whole class reading lessons and reading in other subjects. Pink (praise) and green (next step) comments are written in Learning logs so parents are kept updated and can support their children at home.
Children who need extra support in reading are quickly identified through careful monitoring. Additional guided reading groups, targeted one to one reading, phonic intervention and adapted or scaffolded tasks in whole class reading lessons are used to support them.
We believe that our social reading environments are very important to enable and enthuse the children with reading. Each classroom has an inviting book corner and a wide range of reading books. All children choose a reading book to take home and this reading book is changed weekly. We have displays around the school and in classes linked to reading, texts and authors.
Books linked to each term’s History, Geography, RE and Science lessons are displayed in class. Opportunities to read across the curriculum are regularly added to lessons to further develop reading fluency and vocabulary.
Whole School Book
Children are read to each day by their class teacher. This book is a Whole School book where each class reads the same texts and there is class discussion about the book and its vocabulary.
Reading Role Models
Teachers promote themselves as readers. They discuss reading preferences and recommend books to children. Classrooms display what the teacher is currently reading to promote discussion.
A group of Year 6 pupils act as reading ambassadors. Meeting weekly they organise activities to foster reading for pleasure across the school, such as World Book Day and developing use of the library.
Children are selected each week to read bible readings and prayers in whole school worship, providing an aspiration for younger children in the school.
We have a well-stocked library with a range of fiction, poetry and non-fiction texts. Displays are used to promote different books and encourage children to try different types of books. Weekly library visits are encouraged and reading ambassadors run lunch time and story sessions for younger children.
Reading is formally assessed each term using reading comprehension tests. Children’s progress in reading is tracked using reading TAFs (teacher assessment framework) so gaps can be quickly identified.
By the time children leave Ursula Taylor, they are competent readers who can recommend books to their peers, have a thirst for reading a range of genres including poetry, and participate in discussions about books, including evaluating an author’s use of language and the impact this can have on the reader. They can also read books to enhance their knowledge and understanding of all subjects on the curriculum, and communicate their research to a wider audience.
Monitoring and Evaluation
Monitoring and evaluation of the impact on children’s learning includes regular monitoring of books by the subject coordinator, learning and environment walks, pupil-voice interviews as well as monitoring half-termly progress data.