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Phonics and Reading

Phonics at Diseworth C of E Primary School

Phonics is a way of teaching children to read and write by blending and segmenting individual sounds. Every letter and different combination of letters make particular sounds. At Diseworth Primary we follow the Jolly Phonics.

Please see below for our scheme:

Reading at Diseworth C of E Primary School

At Diseworth Primary School pupils have daily reading lessons as a whole class. These lessons include:

  • Teachers and pupils reading high quality and challenging texts, which are broken down and analysed by the class through high-level questioning and discussion.
  • Include a range of activities – of which, not all have a written outcome. They are based around VIPERS (Vocabulary, Inference, Prediction, Explanation, Retrieval and Sequencing/Summarising). These are key to developing their vocabulary and comprehension skills.

Why do we use whole class teaching rather than guided reading?

  • Pupils are regularly immersed in high-quality children’s literature.
  • Pupils are able to improve speaking and listening skills alongside developing comprehension skills.
  • Modelling of key skills in all lessons.
  • Pupils engaged in all lessons.

How does it work?

  • The teacher selects a high quality text, fiction or non-fiction, that will challenge all pupils. It should be beyond that at which they can read independently. The text can be linked to a relevant curriculum topic and used to benefit other subjects.
  • The learning objective is the same for all pupils. Pupils will have access to the same activities. Differing levels of questioning and support will be provided depending on pupils needs.
  • Pre-teaching of specific vocabulary within the text is taught before the class reads the text so that they understand the words beforehand.
  • Through skilled questioning by the teacher and discussion, the pupils get to grips with new vocabulary and develop their understanding of the text.
  • The teacher reads the text to the whole class, modelling fluency, intonation and comprehension while the pupils follow the text.
  • The teacher uses skilled questions and discussion to develop the understanding of the text through vocabulary, inference, prediction, explanation, retrieval and sequence/summarise (VIPERS).
  • Pupils work on tasks to develop their comprehension of the text through a variety of tasks based on VIPERS. The pupils may work in mixed ability groups, pairs or individually on the activities set. Activities do not always need a written outcome. Some sessions may use drama, role play, debates or freeze frames to help pupils explore the characters and texts.
  • The teacher can take opportunities to listen to individual readers after they have modelled good practise and pupils have had the opportunity to practise with their learning partner.
  • The teacher assesses the pupils at the end of each session to inform planning for future sessions.

Whole class reading sessions are timetabled for 30 minute sessions.

See below for reading information:

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