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Slideshow

Phonics & Reading

Phonics

In Reception, we use the DfE validated Bug Club Phonics. It has been deemed to meet all the criteria for an effective systematic synthetic phonics programme.

 

Underpinning all of this is its proven pedagogy providing the perfect foundation for fluent independent reading:

  • Features daily lessons from the start of Reception
  • Teaches the main grapheme-phoneme correspondences of English in a clearly defined, incremental sequence
  • Gets children reading and spelling from very early on
  • Includes blending for reading and segmenting for spelling activities
  • Provides opportunities for children to practice and apply known phoneme-grapheme correspondence for spelling through dictation of sounds, words and sentences
  • Features language sessions that teach 'tricky' common exception words
  • Provides resources that support the teaching of lower-case and capital letters correctly, with clear start and finish points
  • Includes direct teaching sessions, with extensive teacher-child interaction and involves a multi-sensory approach
  • Has reading texts that closely match what has been taught up to that point
  • Includes assessments and support for the lowest 20%
  • Provides remote learning capabilities via eBooks, allocatable teaching screens and phonics games.

 

 

Overview of Bug Club Phonics for Parents

Find out what Bug Club Phonics is all about:https://www.pearsonschoolsandfecolleges.co.uk/Primary/Literacy/AllLiteracyresources/BugClub/bug-club-overview.aspx

What is phonics? | Oxford Owl

Get a definition of phonics and understand the key aspects of learning to read using phonics. Learn more about key terms such as 'phonemes', 'blending' and '...

Reciprocal Reading

From Year 2 upwards, children at LCPS are taught daily guided reading sessions. The sessions are organised around a challenging text from which teachers choose three types of questions:

 

  • Looking: the answers are visible in the text and can be retrieved through skimming and scanning.
  • Clue: the answer is not directly in the text but can be inferred from evidence in the text.
  • Thinking: the answer can be opinion-based and draws on children's wider understanding of the text.

 

All children will read in small groups with the class teacher and explore a range of independent tasks to develop their comprehension skills.

 

Information about this teaching process was shared with parents at an evening workshop. The slides and handout are available from the links below:

Reading for Pleasure

Each class spends time each day enjoying reading and listening to the teacher read excellent stories. Currently, the children are reading:

 

Nursery

  • What Makes Me a Me?
  • After the Storm
  • Freddie and the Falling Leaves
  • Hodge the Hedgehog
  • Handa's Surprise

 

Reception

  • Funny Bones
  • Oliver's Fruit Salad
  • Soft and Smooth, Rough and Bumpy
  • Peace at Last

 

Year 1

  • Hotel Flamingo
  • Claude in the City

 

Year 2

  • Fantastic Mr Fox
  • Flat Stanley

 

Year 3

  • You're a Bad Man, Mr Gum
  • Evie and the Animals

 

Year 4

  • The Boy at the Back of the Class

 

Year 5

  • The Song From Somewhere Else

 

Year 6

  • October October
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