Reading and Phonics

Why is reading so important?

▪Unless children can read, they cannot access learning to the full.

▪Fluent readers can learn more simply because they can read and gain knowledge for themselves.

Michael Morpurgo:

‘Reading is the one ability, that once set in motion, has the ability to feed itself, grow exponentially and provide a basis from which possibilities are limitless.’

The above quote encompasses our vision for reading at Heron Way - research shows that being able to read accurately at age six has a strong correlation to academic happiness and success. We ensure that in the early stages of reading and writing, individual components of knowledge are isolated and directly taught. These components are embedded securely through sufficient practice. When the basics of phonics are stored deeply and automatic (easily retrieved), subsequent learning becomes easier. Simply put, if a child is spending too much of their cognitive ability on decoding - then the comprehension of what is being read is lost.

At Heron Way we strive to ensure that:

• Reading is prioritised

• All staff foster a love of reading

• Our phonics programme (The Song of Sounds) is well sequenced and supports the progress of our children

• There is complete fidelity across year groups to our chosen scheme

• Our reading books match the sounds that the children know

• Children are taught phonics from the start of Reception

• Children who fall behind in phonics are supported to catch up quickly

• Staff are trained and taught to be experts in early reading (across all year groups)

Please use the links below to take you to the relevant section of our reading support materials - thank you

• Revisit the target sounds for this set. Once you are comfortable with those sounds, pick one of the videos to read along to.

• Either read along with Miss Biggs or challenge yourself by reading along with Miss Biggs on mute!

• Can you identify the sounds within the word and then blend them all together? Check if you are correct by looking at the picture. Can you think of a sentence that the word that you have read in it?

• Why not record yourself so that Miss Biggs and Miss Russell can see your fantastic reading!

• Target sounds - s, a, t, p, i, n

• Revisit the target sounds for this set. Once you are comfortable with those sounds, pick one of the videos to read along to.

• Either read along with Miss Biggs or challenge yourself by reading along with Miss Biggs on mute!

• Can you identify the sounds within the word and then blend them all together? Check if you are correct by looking at the picture. Can you think of a sentence that the word that you have read in it?

• Why not record yourself so that Miss Biggs and Miss Russell can see your fantastic reading!

• Target sounds - s, a, t, p, i, n, m, d, g, o, c, k

• Revisit the target sounds for this set. Once you are comfortable with those sounds, pick one of the videos to read along to.

• Either read along with Miss Biggs or challenge yourself by reading along with Miss Biggs on mute!

• Can you identify the sounds within the word and then blend them all together? Check if you are correct by looking at the picture. Can you think of a sentence that the word that you have read in it?

• Why not record yourself so that Miss Biggs and Miss Russell can see your fantastic reading!

• Target sounds - s, a, t, p, i, n, m, d, g, o, c, k, e, u, r

• Revisit the target sounds for this set. Once you are comfortable with those sounds, pick one of the videos to read along to.

• Either read along with Miss Biggs or challenge yourself by reading along with Miss Biggs on mute!

• Can you identify the sounds within the word and then blend them all together? Check if you are correct by looking at the picture. Can you think of a sentence that the word that you have read in it?

• Why not record yourself so that Miss Biggs and Miss Russell can see your fantastic reading!

• Target sounds - all single sounds, double consonants