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Literacy

 

Literacy development involves encouraging children to link sounds and letters and to begin to read and write. We follow the Letters and Sounds scheme incorporating the Jolly Phonics actions. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.

 

 

Reading:

Reading: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

 

We encourage parents and carers  to read with their child every night.  All children have a blue book bag and a Home Reading Record book. We invite parents to sign or make a comment to help support their child’s reading at home. Children  have the opportunity to change their reading books regularly.

 

 

We encourage a love and respect of books and it is helpful when children spend time at home talking about books and reading. Encouraging the children to ask questions and say what is happening in the pictures and why are good starting points.  Whilst out and about, we encourage the children to look at the print around them - in shops, posters, road names, signs, etc.  

 

When children read daily their names are then moved up the reading rocket display which is in every classroom. Reading 5 times a week means children reach the moon, receive a smelly sticker and a raffle ticket to win a prize at the end of a week.

We have an extensive range of books in school including those from , Oxford Reading Tree, Big Cat Phonics, Songbirds, Rigby Star and Project X. 

 

 

Phonics:

Phonics is taught daily in from Nursery to Year 2 . Staff plan in detail using Letters and Sounds, grouping the children across school accordingly based on the Phase they are working at.

 

Children take a Phonics Screening Check at the end of Year 1.

 

Writing:

Writing: children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

 


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