Key Stage 1 Phonics and Reading
In Key Stage 1 we follow the Phonics Play planning, based on the Letters and Sounds scheme of work.Phonics is taught in a highly structured programme of daily lessons across FS/KS1 and KS2 in groups, differentiated according to children’s phonic awareness and development. Phonics Play is followed by EYFS and Key Stage 1 providing a synthetic approach to the teaching of phonics. Each session gives an opportunity for children to revisit their previous experience, be taught new skills, practise together and apply what they have learned.
We have a wide assortment of books linked to our phonics sessions, of which children work through colour bands. Their book band is linked to their current phonics phase to support with the application of taught phonemes.
Your child will bring home two reading books on a Monday, that they will keep for the week. This is will allow the children to delve deeper into books and stories to promote their comprehension skills as well as continue to develop decoding skills.
Below are strategies as to how to support your child at home with their developing reading skills.
- The whole book. Before beginning to read a new book, look at the front cover, back cover and pictures. Ask them if they know what the book is going to be about. What does the blurb tell you?
- New words. If they are stuck on a word support them with reading it rather than telling them. Encourage them to sound it out. Is it a tricky word? Look at the first sound and the picture, to see if it gives a clue.
- Dig deeper into the story Ask your child questions about the story you've just read. Make the experience interactive by asking questions about the story, the pictures and what they think of the characters. Where is the story set? What do they think is going to happen next in the story? Why? These sort of questions develop help the children understand what they are reading.
- Once is not enough. Encourage your child to re-read favourite books and poems. Re-reading helps kids read more quickly and accurately.
- One more time with feeling. When your child has sounded out an unfamiliar word, have him or her re-read that sentence. Often children are so busy figuring out a word they lose the meaning of what they've just read.