The Power of Reading
'Of all the subjects taught in school, reading is first among equals - the most singular in importance because all others rely on it.
Excellence in almost any academic subject requires strong reading.'
Reading Reconsidered, 2016
Early Reading in EYFS
In EYFS, children are assessed using the development matters statements for age related expectations every half term and tracked on O Track.
Children in Nursery are working at becoming secure in phonological awareness and oral blending and segmenting. If appropriate, the children will start to become familiar with some grapheme-phoneme correspondences through a playful and multisensory approach using songs, actions and stories whilst they continue to learn to sequence, blend and segment sounds orally.
The development matters statements are clear in that children who are within the 30-50 month band are working towards securing the skills of Phonological Awareness. When children are securing the 30-50 months stage for reading and writing, they will enter the 40-60 month band and begin to learn to use the written graphemes for reading and spelling independently. Nursery children will develop their communication and language and in turn their understanding and appreciation of quality literature. To this end, children are invited to borrow books from the Nursery ‘library’ to share and enjoy at home with their parents.
We teach phonics daily in key worker groups. The order of each session follows a structured plan. These sessions always follow the same structure which consists of:
We follow a two-day programme for new sounds where we focus on reading the sound and words on the first day and writing them on the second day.
The order in which we introduce our sounds is linked to handwriting families (e.g. c,o,a,g,d).
Assessment: Children are assessed using our in-house assessment tracker to ensure children receive intervention, catch up/accelerated learning where appropriate and needed. The assessment of phonics is planned in intervals throughout the year to allow monitoring of assessment evidence to generate data which provides a picture of what the needs for intervention and support or acceleration are, and the impact of teaching and learning. Children continually apply their phonic knowledge through self-initiated and child initiated activities.
Please scroll down to the resource section to see our PowerPoint and the following website is useful for more information:
Lesson snapshots ... coming soon!