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Reading at Summer Lane Primary

The overarching aim for reading at Summer Lane Primary is to promote high standards by equipping pupils with a strong command of the written and spoken word, and to develop their love of literature through widespread reading for pleasure. 
The national curriculum for English- which is followed by staff at Summer Lane Primary- aims to ensure that all pupils: 
•    read easily, fluently and with good understanding
•    develop the habit of reading widely and often, for both pleasure and information
•    acquire a wide vocabulary through the texts and literature that they are introduced to
•    develop an understanding of grammar and knowledge of linguistic conventions for reading
•    use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas- both written and orally 
•    are competent in the arts of speaking and listening

At Summer Lane Primary, teachers aim to develop pupils’ reading in all subjects to support their acquisition of knowledge. Pupils are taught to read fluently, understand a range of genres and styles (both fiction and non-fiction) and are encouraged to read for pleasure. At summer Lane, children are encouraged to promote wider reading; each class has regular visits to Barnsley Lightbox library and weekly sessions are timetabled for each class  to visit our school libraries, of which we have two (KS1 and KS2). Here books are chosen to meet the age and stage of development of each key stage. Each library has a Teacher’s Top Reads whereby teachers from Summer Lane have recommended specific books for our children. To encourage a reading for pleasure philosophy, when entering Foundation Stage two, children are given a tote bag to house their ‘reading for pleasure library book.’ We encourage all our pupils to carefully look after their books and our trained year 6 librarians have an established system for cataloguing books; they are also responsible for the upkeep of our libraries. Each class has a recommended reading list which has been thoughtfully created in order to meet the age and stage of Summer Lane pupils; within each reading corner, every class has these books for children to read with an adult or independently (please see the recommended reading list attachments). 

It is the expectation at Summer Lane that each child will read daily at home and it is encouraged that parents complete a log of each read within their child’s Home Reading Journal. Each Home Reading Journal has 40 reading record pages and a central 8-page full-colour guide for the reader and reading helper. At Summer Lane, we have selected three different editions of the Home Reading Journal for the differing ages and stages of development of our learners. Within each journal are the common exception words as well as the National Curriculum Word Lists for each key stage. We encourage our families to use these journals as a working document. Practitioners check the journals, for each child, on a weekly basis. This method of recording allows staff and families to communicate in order to benefit each learner.  

Within reading lessons, pupils are taught, and encouraged, to develop the stamina and skills to read at length. Through thoughtful selection of class texts, teachers aim to increase pupils’ store of words in general; simultaneously, they also make links between known and new vocabulary and discuss the shades of meaning in similar words. Through the teaching of V.I.P.E.R.S (Vocabulary, Inference, Prediction, Explain, Retrieval and Sequence (KS1)/Summarise (KS2), reading is taught on a daily basis, with a focus on comprehension, so that pupils understand the meanings of words they meet in their reading.
National Curriculum programmes of study for reading at key stages 1 and 2 consist of two dimensions: 
•    word reading
•    comprehension (both listening and reading)

In order to develop pupils’ competence in both dimensions; the early reading at Summer Lane is essential. 


Early Reading: Phonics
At present, EYFS and KS1 are taught phonics using the Letters and Sound framework. Within this framework, there are six phases:
Phase one
Activities concentrate on developing children’s speaking and listening skills, phonological awareness and oral blending and segmenting. These activities are intended to be used as part of a broad and rich language curriculum that has speaking and listening at its centre, links language with physical and practical experiences, and provides an environment rich in print and abundant in opportunities to engage with books. Phase one activities pave the way for children to make a good start in reading and writing. 
Phase two 
The purpose within this phase is to teach at least 19 letters, and move children on from oral blending and segmentation to blending and segmenting with letters. By the end of the phase many children should be able to read some VC and CVC words and to spell them either using magnetic letters or by writing the letters on paper or on whiteboards. During the phase they will be introduced to reading two-syllable words and simple captions.
Phase three
The purpose of Phase three is to teach another 25 graphemes, most of them comprising two letters (e.g. oa), so the children can represent each of about 42 phonemes by a grapheme (the additional phoneme /zh/ found in the word vision will be taught at Phase Five). Children also continue to practise CVC blending and segmentation in this phase and will apply their knowledge of blending and segmenting to reading and spelling simple two-syllable words and captions. They will learn letter names during this phase, learn to read some more tricky words and also begin to learn to spell some of these words.
Phase four
The purpose of Phase four is to consolidate children’s knowledge of graphemes in reading and spelling words containing adjacent consonants and polysyllabic words. The teaching materials in this phase provide a selection of suitable words containing adjacent consonants. These words are for using in the activities – practising blending for reading and segmenting for spelling. It must always be remembered that phonics is the step up to word recognition. 
Phase five
The purpose of Phase five is for children to broaden their knowledge of graphemes and phonemes for use in reading and spelling. They will learn new graphemes and alternative pronunciations for these and graphemes they already know, where relevant. Some of the alternatives will already have been encountered in the high-frequency words that have been taught. Children become quicker at recognising graphemes of more than one letter in words and at blending the phonemes they represent. When spelling words they will learn to choose the appropriate graphemes to represent phonemes and begin to build word-specific knowledge of the spellings of words.

Phase six
By the beginning of Phase six, children should know most of the common grapheme– phoneme correspondences (GPCs). They should be able to read hundreds of words, doing this in three ways: 
•    reading the words automatically if they are very familiar
•    decoding them quickly and silently because their sounding and blending routine is now well established
•    decoding them aloud
Children’s spelling should be phonemically accurate. During this phase, children become fluent readers and increasingly accurate spellers.
At Summer Lane, we look forward to introducing our pupils to the Read Write Inc. systematic phonics programme, commencing January 2022. This page will be updated with more information then. 


Useful websites:
For more information on the Letters and Sounds Framework, please see the attached materials or visit: 

The Lightbox Barnsley: 


Letters and Sounds Framework July 2013

International Phonetic Alphabet from National Curriculum Phonics Doc.