We base our reading scheme primarily on Oxford Reading Tree . However, at each level, we also use books from other reading schemes as supplementary and extension readers. This enables us to consolidate learning and develop as wide a reading vocabulary as possible. Both 'look and say' and 'phonic' methods of teaching reading are used in the school.
Each class has its own reading corner and there are shared reading areas in both KS1 and KS2.
Children take their reading book home each day in order to practise their reading skills and to share their learning with parents. Children and parents are also encouraged to share library books at home on a weekly basis.
We provide a reading link book so that teachers and parents can communicate the progress that the children make. We really value this partnership between home and school, suggesting that parents aim for ten minutes of reading and listening per day. Short, enjoyable sessions encourage children to read for pleasure, whilst regular additional practice really does boost skills
How we teach Phonics at St. Martin's
Teaching Phonics at St. Martin's
Below are some details about how we teach phonics (one aspect of reading) at St Martin's CE Primary School.
You will also find resources and website links. To find a printable copy of this information, go to our Downloads section.
When teaching phonics we use a government-produced scheme of work called Letters and Sounds. It aims to build children's speaking and listening skills in their own right as well as preparing them for reading by developing their phonic knowledge and skills.
It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven.
Letters and Sounds is broken down into 6 phases which are worked through from nursery to the end of year 2.
Phase 1
Showing an awareness of rhyme and alliteration. Distinguishing between sounds in the environment and phonemes. Exploring and experimenting with sounds and words. Discriminating speech sounds in words. Beginning to orally blend and segment phonemes.
Phase 2
Blending for reading and segmenting for spelling simple cvc words.
Letter sets
Set 1 - s, a, t, p,
Set 2 - l, n, m, d,
Set 3 - g, o, c, k,
Set 4 - ck, e, u, r,
Set 5 - h, b, f, ff, l, ll, ss,
Phase 3
Knowing one grapheme for each of the 43 phonemes.
Letter sets:
Set 6 - j, v, w, x
Set 7 - y, z, zz, qu
Graphemes:
ear, air, ure, er, ar, or, ur, ow, oi,
ai, ee, igh, oa, oo
Consonant digraphs:
ch, sh, th, ng.
Phase 4
This is a consolidation unit. There are no new graphemes to learn but the children learn how read longer words such as stamp, plug, flag, twig.
Phase 5
Graphemes:
ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, a-e, e-e, i-e, o-e, u-e.
Alternative pronunciations for:
i, o, c, g, u, ow, ie, ea, er, a, y, ch, ou
Phase 6
At this stage children should be able to spell words phonemically although not always correctly. The main aim of this phase is to help children become more fluent readers and more accurate spellers