In Reading skills lessons, children focus on one text each week, spending time decoding and reading with prosody and comprehension.
In the decoding session, children learn how to read individual phonemes and blend them together to read whole words.
Phonics in other curriculum subjects
When new subject specific vocabulary is introduced in other subjects, children identify the sound buttons and syllables in those words to support the reading and spelling of this new vocabulary.
If, during their ongoing assessment, teachers feel that any child is not confident with an aspect of phonics, they will assess that child for possible phonics intervention using the Little Wandle Rapid Catch-up 7+ assessment materials.
If it is decided that the child would benefit from phonics intervention, then they will receive daily support with learning phonemes, blending and segmenting, and reading.
Regular assessment will be done to keep track of the child’s progress and they will leave the intervention once they are confident using all the phonemes in the Rapid catch-up programme, and can read fluently enough to be able to read with prosody and comprehension.
Children developing their phonological awareness will be given fully decodable books to read, matched to the level of phonics that they are working at. We use Collins Big Cat fully decodable books which are linked to the Little Wandle Letters and Sounds and 7+ Rapid Catch-up programmes.
Once the children are confident with all phonemes taught within the phonics programme, their fluency will be assessed to see whether they are reading accurately and at a pace that enables them to fully comprehend what they are reading. A reading speed of 90 words per minute is required to integrate comprehension whilst reading. (Armbruster et al, 2001)
On completing the phonics programme and moving on from fully decodable books, children then move onto our main Big Cat reading scheme.