Hollingbourne Primary School
Hollingbourne | Maidstone | ME17 1UA

Teaching of phonics

Early Years:

Phonics is taught within Early Years through the Letters and Sounds programme. Children are also taught to use cued articulation when introducing sounds.  This involves an action that is linked to the way the sound is articulated.  It gives the children an action as a hook to remembering the sound.  Discussion takes place about the look and shape of the mouth/lips when a sound is spoken, making the children more aware of how they must articulate that sound.

 

Key Stage One and Key Stage Two:

Phonics is taught through Letters and Sounds which is a systematic synthetics phonics programme designed to help children become fluent readers by the end of the Key Stage. We focus upon teaching high quality phonics using blending and segmenting.  This enables us to teach the children correspondences between written language (graphemes) and spoken language (phonemes).  These correspondences can then help children to read and spell words.

 

 

 

Teaching of reading

Early Years:

Guided Reading sessions are carried out three times per week in Early Years. Children are given the opportunity to work in small groups with children of similar ability.  The sessions give them the opportunity to explore different books and discuss the story, pictures and words.  Children will either work in an adult-directed group or will complete an independent activity, such as a phonics game.

 

Key Stage One and Key Stage Two:

Children are taught reading skills by accessing high quality texts within Guided Reading sessions. These sessions are completed daily in every class.  They contain a range of different reading and phonics related tasks.  Guided Reading sessions are differentiated according to each child’s reading ability.  Activities completed within this time include:

  • Reading comprehension – children are given a short text to read and questions to answer, based on the text read;
  • Self-selected own reading time – this enables children the chance to explore and choose books;
  • Reading with an adult – each group will read a text which may be selected by the teacher or the children. This allows opportunities for deeper discussions to take place about the text the children are reading. The adult working with the group will skilfully explore through questioning the children’s understanding and their ability to use higher order inference skills, in turn, allowing them to comprehend deeper meaning and greater understanding of the text;
  • Follow on tasks that relate to the group book they are reading, allowing children to further enhance and test their understanding.

 

Guided Reading is taught throughout the school through various reading schemes, such as Oxford Owl reading tree.