At Woodlea, we are dedicated to ensuring our pupils become confident, effective, and passionate readers. We aim to foster a love of reading which empowers all children to read fluently, to comprehend confidently, and to engage in independent thought and study in all subject areas.

We learn to read so we can read to learn.

We begin ‘learning to read’ through the systematic synthetic phonics programme, Little Wandle Letters and Sounds, whereby children are supported through reading-age appropriate phonically decodable books. Comprehension is introduced from Reception through our ‘Storytime’ sessions to enable ‘reading to learn’, which includes the skills of predicting, clarifying, questioning, and summarising within reading-age matched, or thematically-challenging texts.

Why learning to read is so important

• Reading is essential for all subject areas and improves life opportunities.
• Positive attitudes to reading and choosing to read have academic, social and emotional benefits for children.

Early Reading and Phonics

For Phonics and Early Reading, we use the Little Wandle Letters and Sounds Revised scheme, which is a Department for Education-validated phonics programme. We use this to teach phonics daily in EYFS, KS1, and in KS2 where it is felt appropriate. We selected this scheme due to its basis in research around how children learn to read. 

How children learn to read:

• Phonics is the key route to decoding.
• Learning to say the phonic sounds.
• By blending phonic sounds to read words.
• Increasing a child’s fluency in reading sounds, words and books.

 

Reading fully decodable books

When learning to read: 

• Children must read books consistent with their level of phonic knowledge.
• It is essential not to use other strategies to work out words (including guessing words, deducing meaning from pictures, grammar, context clues or whole word recognition).  
• Books must be fully decodable and follow the Little Wandle progression
• Children need to read books in a progressive sequence until they can decode unfamiliar words confidently.

Resources to support your child in their phonics can be found here: For parents | Letters and Sounds (littlewandlelettersandsounds.org.uk). These include resources on how the sounds are pronounced and the progression the children work through. 

Supporting your child's reading in EYFS and KS1

Although your child will be taught to read at school, you can have a huge impact on their reading journey by continuing their practice at home.  

The role of parents / carers

• Parents / carers can have a positive impact on their child’s reading.
• Parents / carers should model the importance of reading practice to develop fluency.
• Children take home books they have read at school to re-read at home to build fluency.
• There are two different types of books that pupils bring home: reading practice and books to share for pleasure.
• Reading at home encourages a love of books, along with developing vocabulary and discussion.
• Parents should use voices, expression, discuss unfamiliar vocabulary, talk about the pictures, and predict what might happen next.
• Give positive yet informative feedback in the home reading diary at least three times a week

Home Reading in EYFS & KS1

There are two types of reading book that your child will bring home each week:

• A reading practice book - This will be at the correct phonic stage for your child. They should be able to read this fluently and independently. This is bought home at the end of the week following their 3 reads of it in school. 
• A sharing book - Your child will not be able to read this on their own. This book is for you both to read and enjoy together. 

Reading in KS2 - Reading to Learn

In the juniors, we continue to use the reciprocal reading pedagogy, which the children are introduced to in KS1, to support both whole class reading and guided reading. This approach consists of four components which develop the skills of: predicting, clarifying, questioning, and summarising.

Whole Class Reading, lessons are discussion-based with written responses offered multiple times a week in Reading Journals. These lessons take place daily, with each child sharing a copy of the whole class reading texts. 

In our Read to Learn approach for Guided Reading, children read in a group and then take home a small group text matched to their reading band, which is assessed based on children’s accuracy, fluency, and comprehension. These books are banded using a combination of Lexile Scoring and ATOS scores. Across the school, we ensure that an adult reads with each child at least once a week in small group. Children are also given home learning focused around our reciprocal reading components which is completed in their reading home-learning books.

Wider Reading: In addition to the Guided Reading Book, children are encouraged to choose a text that interests and excites them which can be read independently or with help from an adult from our class or school libraries. All children have timetabled access to the school library each week.

How to support your child with reading in KS2:

We can find that as children move into KS2, parents/carers feel they no longer need to hear their children read or read to their children. Research is very clear: when parents continue to read with and to their children throughout primary school, children continue to enjoy reading into adult life and are more successful academically. If children see their parents reading, this also has a very positive impact. It is particularly impactful if boys see their male role models reading.

You can use the reciprocal reading structure that the children are taught in school to support your discussions. Ask them what they think will happen next (predict); model reading fluently with expression; have fun with character voices; clarify the meaning of words; ask each other questions related to the text; and take turns to summarise what has happened so far. Most importantly, have fun sharing a book. 

For more tips and ideas for helping your KS2 children, follow this link: Helping KS2 children with reading at home

 

Spelling

Despite what many people think about the English language, phonics knowledge can be applied to the spelling of the vast majority of words. In EYFS and KS1, spelling is an intrinsic part of the phonics sessions. As the children learn alternative spellings for units of sound, they are taught how to predict which digraph or trigraph would work for different words. 

Spelling in KS2 builds on the children's phonics knowledge, using materials to support the expectations in the 2014 English curriculum. Children are taught spelling rules and patterns which they are given opportunities to apply. They are also taught ways to learn spellings and spot their errors. 

How parents/carers can help with spelling

Encourage your child to use their phonics to have a go at a word. 

Helping your child with spelling

Below is a video which will help guide parents how to apply our phonics principles at home.