Phonics and Reading
We use a consistent, whole school approach to the teaching of reading in order to close any gaps and to maximise achievement and progress.
Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school.
There is a banded reading scheme in place. The core reading scheme ‘Phonics Bug’ which
links with the Letters and Sounds programme, is supplemented by a range of other reading
Teachers carefully place your child into the appropriate reading band according to specific
criteria to ensure that he/she makes good progress.
If a text is too easy it simply won’t be challenging enough. If a text is too difficult the child may lose both meaning and motivation. Technical reading and understanding and response to the text need to develop side by side. Your child will not be moved to the next reading band unless their technical reading is matched by their understanding and response to the text.
Your child should be able to read a wide range of texts within a band accurately, fluently and with meaning before moving onto the next band.
Reading books are graded by difficulty by reading levels known as Book Bands.
Children tend to learn in fits and starts, periods of growth followed by periods of consolidation when their progress seems to halt for a while.
If you are ever worried about your child’s progress, talk to their teacher.
Click on a level to read more: