Phonics and Reading at EYFS and Key Stage 1
In EYFS and Key Stage 1 we aim to equip all our children with the skills to decode words and read on sight common exception words. At Ladywood we follow Letters and Sounds to deliver phonics teaching and learning. Children then apply their phonic knowledge and skills to decode words. Children read common exception words understanding the tricky parts of each word. Children are expected to read accurately books that are consistent with their developing phonic knowledge. Re- reading books to develop their confidence and fluency in word reading.
By the end of Key Stage 1 children are expected to automatically decode, ensuring reading is fluent. Children are also expected to read words containing common suffixes and words of two or more syllables.
Through reading comprehension at EYFS and Key Stage 1, we aim to equip children with the knowledge to understand narrative and non-fiction texts. Children are introduced to some of the processes of finding out information and are familiarised with a wide range of genres. Children are introduced to the different question types needed to be comprehensive readers, skills include; retrieving, analysing, exploring and deducing.
Writing and Spelling, punctuation and grammar at EYFS and Key Stage 1
At EYFS and key stage one children are shown how to segment words into individual phonemes and are expected to spell words in a phonically plausible way. Children learn to spell common exception words moving on to spelling longer words adding suffixes. Children are encouraged to develop a stamina for writing including writing for different purposes. Composing sentences orally, moving to sequencing sentences to form short pieces.
By the end of Key Stage 1. Children also learn how to use sentences with different forms including; statements, questions, exclamations and commands. Children learn how to use past and present tense correctly and consistently, including the progressive form. Children are encouraged to check their writing makes sense, developing skills to proof read for errors.
Reading at Key Stage 2
In Key Stage 2 we aim to maintain positive attitudes towards reading and a familiarity with a wide range of books. Children are expected to apply their knowledge of root words, prefixes and suffixes to read aloud and understand the meaning of new words they meet. Children are taught further common exception words understanding the tricky parts of each word. We aim to ensure our children have an understanding of a wide range of vocabulary and longer words using dictionaries to check definitions. We expect our children to read increasingly difficult texts including a range of genres.
The focus continues to be on pupil’s comprehension as a primary element in reading. Children are expected to retrieve information from fiction and non-fiction text including summarising ideas and making predictions. Children are expected to read between the lines to deduce and infer justifying points through evidence from the text. We aim to equip children with the skills to analyse text, making comparisons within and across books and explore language.
Writing and Spelling, punctuation and grammar at Key Stage 2
In Key Stage 2 children are taught further prefixes, suffixes and words with silent letters, understanding and apply these spelling rules. Children learn to spell new words correctly, including common exception words and homophones ensuring plenty of practise is given in spelling them.
Children are taught to discuss, plan and draft their ideas, rehearsing sentences orally which include a rich and varied vocabulary. Children are expected to write for a range of different purposes, applying varied sentence structures and organisational features. In Key Stage 2 children are taught to use and apply punctuation rules and organise paragraphs around a theme. Children are expected to proof read for spelling, punctuation and grammatical errors. Reflection and re-reading are important skills that children are taught in order to evaluate and edit their own and others writing. Opportunities are given for children to read aloud their own writing, using appropriate intonation, tone and volume so that the meaning is clear.