Staff at St Michael’s use both the Programmes of Study from the National Curriculum and the Assessment Criteria used in school to plan and assess pupils within lessons whilst using a validated systematic synthetic phonics schemes (SSP) to teach reading.
Reading is taught 3 times a week to small groups with different focuses:
Session 1: Decoding (ability to apply knowledge of letter-sound relationships)
Session 2: Prosody (expressive reading)
Session 3: Comprehension (understanding the text)
Each year group has a class text which helps to build English lessons and inspire children through their writing. Phase curriculum overview ensures different genres are covered throughout the year and texts are carefully selected to suit the needs of a cohort. A weekly plan will include the type of reading take place: GGR, comprehension, reading skills and other reading activities are all recorded. We ask for reading skills to be included in the planning too, so that teachers build from prior learning and move the children forward.
Little Wandle Letters and Sounds Revised is used to assess and build children’s application of phonic knowledge, expression and understanding of a text. It is started in Reception and runs through to Year 1. Teachers use the criteria of each level to monitor children’s progress and move them through the stages.
Initial Assessment of phonetic knowledge.
Three Small Group Reading sessions with Class teacher every week.
Weekly assessment on the sounds taught within class.
Keep up sessions implemented on 1:1 or group basis as required
6 weekly assessment sessions
Decodable books are matched carefully to their secure phonics knowledge
In Year 2 and Key Stage 2
Children are carefully monitored and those who are “non free readers” continue to use texts which complements their secure phonics knowledge.
Children in Year 2 are listened to read once every week through 1:1 sessions with the teacher
Year 2 complete one Whole Class Reading session each week.
Years 3-6 complete Whole Class Reading sessions twice a week.
Each class teacher identifies with children who are in need of extra support and books are assigned to them according to their secure phonic knowledge.
Keep up sessions are implemented on 1:1 or group basis as required
Children who require additional support or have gaps in their reading are identified early and support is actioned immediately. This is monitored closely and grouping is fluid.
Reading starters are used three times a week in English lessons to develop comprehension skills
Folders allow reading volunteers to record their sessions, so that the teachers can note what they are reading.
Year 2 - 6 complete a comprehension sessions each week with added booster sessions where needed.