braunstone community primary school reading and...

Braunstone Community Primary School

Reading and Phonics 2018-19

Reading and Phonics at BCPS 2018/ 2019

Phonics

At BCPS we use Letters and Sounds to teach phonics. The approach is supported by the LCP planning tool. Pupils in F1 have daily phase 1 phonics input. Pupils from F2 onwards are taught phonics in the phase that they are working at. This daily approach is focused on a 4 part teaching sequence. We expect a fast pace, kinaesthetic and engaging learning lasting no longer than 15-20minutes.

By the end of F1 children should have completed phase 1, pupils who are secure in aspect 7 are introduced to phase 2.

By the end of F2 children should have completed to the end of phase 3 (with the majority of pupils being secure in the phase.) From September until Christmas they will be taught phase 2. Phase 1 will be used as an intervention for pupils who are not secure in aspect 7and demonstrating successful oral blending and segmenting skills.

In Year 1 the majority of pupils will begin Phase 4 from September to October. Phase 5 will be taught from October until the end of the academic year. Phase 1 will be used as an intervention for pupils who are not successfully orally blending and segmenting. Pupils not on target to secure phase 5 by the end of the year will receive an additional phonics intervention.

Pupils from Year 2 onwards will be taught spelling using Read Write Inc. Pupils not secure in phase 5 at the end of the year will continue to receive phonics teaching.

Where there continues to be a need, pupils in KS2 should continue to access phonics teaching through intervention. Pupils working significantly below age related expectations should have regular phonics assessments and receive phonics intervention based on gaps in their knowledge.

From phase 2 onwards, children should be learning 4 graphemes a week, with the 5th session being used to teach tricky words.

Phase 2 Phase 3 Phase 4

Structure of lesson is: 1. Review and recap

2. Teach (new learning)

3. Practice

4. Apply

Where possible model either reading

or writing, practice and apply with

the same skill and ensure that the

skill being taught is clear e:g today

we are learning to read using

blending skills.



3. Practice

4. Apply

Where possible model either reading

or writing, practice and apply with

the same skill and ensure that the

skill being taught is clear e:g today

we are learning to write using

segmenting skills.



3. Practice

4. Apply

Where possible model either reading or writing, practice and apply with the same skill.

Phonics mantras for phase 3: Reading: Look at the letters, make the sounds, blend the sounds together. Writing: Say the word, robot the word, write the word

Phonics mantras for phase 4 and 5: Blend: I robot, you blend Segment: I give you a word, you segment


Read: Look at the letters, make the sounds, blend the sounds together Write: Say the word, finger the word, write the word.

Phase Learning Outcome

1 Hearing and playing with sound – 7 aspects.

Please refer to Letters and Sounds

2 (Up to 6 weeks)

ONLY at this phase are GPC’s introduced s,a,t,p,l,n,m,d,g,o,c, k,ck,e,u,r,h,b,f,ff,ll,ss

Children are secure at Phase 2 when they can:

• Give the sound when shown the Phase 2 grapheme securing first the start letters s,a,t,p,i,n

• Find from a display the Phase 2 grapheme when given the sound.

• Orally blend and segment CVC words

• Blend and segment in order to read and spell (using magnetic letters) VC words such as as, if, am, on, up and “silly names” such as ip, ug, ock.

Children can be moved to Phase 3 as long as they are able to blend and segment CVC words orally. Evidence:

• Daily discrete phonics lessons – “review” and “apply”

• Reading independently. Children who cannot orally segment CVC words are not yet secure at Phase 2.

3 (12 weeks)

Alphabet letter names need to be known by this stage (NOT taught in phonics) Phase 2 continued: j,v,w,y,z,zz,qu,ch,sh,th Phase 3: ng, ay, ee, igh, ow (snow), oo (moon), ar, or, ur, ow (cow), oi, ear, air, er, oo (book)


• Give the sound when shown all or most Phase 2 and Phase 3 graphemes.

• Find from a display all or most Phase 2 and Phase 3 graphemes when given the sound

• Blend and read CVC words consisting of Phase 2 and Phase 3 graphemes.

• Segment and make a phonetically plausible attempt to spell CVC words using Phase 2 and Phase 3 graphemes.

Children can move to Phase 4 when they are able to make phonetically plausibly attempts to most words they wish to use, using the GPC they have been taught. They will be able to read two-syllable words and simple captions and the skills of blending and segmenting should be well-established. Evidence:


• Reading independently

• Guided writing sessions

• Children who are unable to make a phonetically plausible attempt at writing using taught graphemes are not yet secure at Phase 3.


4 (Up to 6 weeks)

ccvc, cvcc, ccvcc, ccc, cc Children are secure at Phase 4 when they can:

• Give the sound when shown any Phase 2 and 3 graphemes.

• Find from a display the Phase 2 and 3 graphemes when given the sound.

• Blend and read words containing adjacent consonants

• Segment and spell words containing adjacent consonants

Evidence:


• Reading independently

• Guided writing sessions Children who are unable to segment to spell words containing adjacent consonants at the beginning and end of words are not yet secure at Phase 4.

5 (throughout year one)

ai, ph, oa, oe, ie, i_e, o_e, a_e, ea, e_e, ir, ue, ew, u_e, aw, au, oy, ou, wh, ure


• Give the sound when shown any grapheme that has been taught

• Write the common graphemes for any given sound

• Use phonic skills and knowledge as the prime approach to reading and spelling unfamiliar words including those that are not completely decidable

• Read and spell phonetically decidable two-syllable and three-syllable words.

Some spelling may be inaccurate at this stage, but children’s knowledge of graphemes, along with their ability to segment, should allow them to make a good attempt at writing most of the words they wish to use.

6 (From year 2 and beyond)

Read Write Inc Spelling See guidance


Reading Aims · We aim to enable our pupils to read confidently, fluently, accurately, with understanding and for enjoyment. · We aim to employ a full range of reading cues – phonic, graphic, syntactic, contextual – to monitor, correct and make sense of their own reading e.g. miscue analysis. · We aim to foster an interest in words and their meanings and to gain an appreciation of books from a variety of genres. · We aim to enable the children to find books interesting, to read with enjoyment and to evaluate and justify their preferences. · We aim to develop a suitable technical vocabulary through which to understand and discuss their reading. · We aim to develop reading skills in tandem with those of writing, so that they may function in society, as literate adults and readers for life. · We aim to create reading opportunities across all areas of the curriculum, to make it more meaningful and relevant to the children. Principles for the teaching and learning of reading In order to deliver the above, we will meet the national curriculum objectives. This will ensure that all children are given opportunities to study a range of good quality and interesting fiction and non-fiction texts from a variety of genre. They will have the opportunity to read ‘real’ books and newspapers, big books, posters, ICT based texts, on individual computers and interactive whiteboards, large texts, information booklets, banded guided reading materials, reading schemes and literacy use if media text. Strategies for the teaching of reading At Braunstone Community, reading is taught alongside the ‘Letters and Sounds’ programme for phonics. These initiatives promote a strong and systematic emphasis on the teaching of synthetic phonics to aid the teaching and learning of reading. As part of these schemes the children will be taught to: · Discriminate between the separate sounds in words. · Learn the letters and letter combinations most commonly used to spell sounds. · Read words by sounding out and blending their separate parts. · Study written representations of a sound and how it looks. · Recognise sight vocabulary identified as ‘Tricky words’. Reading is taught through shared reading sessions, guided reading sessions and opportunities to practise and consolidate skills through independent reading. During these sessions, teachers / teaching assistants will use a wide range of strategies to try and enhance the teaching of reading. Some of these are outlined below: · Modelling and discussing the features of written texts through shared reading of texts. · Giving direction to develop key strategies in reading. · Demonstration – e.g. how to use punctuation when reading, using a shared text. · Explanation to clarify and discuss e.g. need for grammatical agreement when proof reading. · Questioning – to probe pupil’s understanding of text. · Investigation of ideas – to understand, expand on or generalise about themes and structures in fiction and non-fiction.· Discussion and argument – to justify preference. · Provision of a wide range of fiction and non-fiction genres, for the children to choose from.


We believe that in order for children to foster an enjoyment of reading and in order for them to have an understanding of the texts they read, they must be at the centre of their own learning. Some of the strategies used to enhance this independent learning are outlined below: · We are aware that all children have individual and preferred learning styles. Therefore we aim to provide children with a range of visual, kinaesthetic and auditory experiences, which will enhance and improve their reading skills. · Children will have a clear understanding of what the teacher / teaching assistant is looking for in their reading / analysis of the text. · Children will be given oral and / or written feedback about their reading, in order to help them develop specific aspects of it further, aiding progression.

Individual Reading – KS 1

Although phonics gives pupils the best start in learning to read, at BCPS, we also recognise that pupils need to practise reading regularly in order to become proficient. All pupils within EYFS and Key Stage 1 are placed on a book band that is appropriate to their current reading attainment. All children participate in weekly Guided Reading groups with an adult. As part of our home school agreement with parents, we ask that parents also support this journey by reading with their children for 10 minutes a day and sign their reading record. Children are given 1 story book to read with a parent and one banded book per week to read. Children are encouraged to read the banded book 3 times to develop word reading, understanding and performance. Children are also encouraged to take other books from the school library to support them in developing a love of reading and the opportunity to read with an adult out of school. At each book band, pupils become fluent and confident both within decoding (saying the words) and in comprehending the text. Pupils are assessed whilst reading with the teacher and the teacher ensures that they have secured both of these skills before changing the colour of their book band . During these assessments, staff use PM benchmarking to ensure that the levels are secure.

Accelerated Reader – KS 2 What is Accelerated Reader (AR)? AR is a computer program that helps teachers and librarians manage and monitor children’s independent reading

practice. Pupils pick a book at their own level, based upon their interests and read it at their own pace. When

finished, pupils take a short quiz on the computer. (Passing the quiz is an indication that pupils understood what

was read.) AR gives children, teachers, and librarians feedback based on the quiz results, which the teacher then

uses to help your child set goals and direct ongoing reading practice. If pupils do not do well on the quiz, the teacher or librarian may help pupils: • Choose another book that is more appropriate.

• Ask more probing questions as your child reads and before your child takes a quiz. • Pair your child with another student, or even have the book read to the pupil. In Key Stage 2, all children are assessed on the Accelerated Reader programme and are given suitable books. If the books are too advanced for the children and children have a specific learning need, they can continue to read on book banded books. After completing a book, children are to be given an opportunity to take a quiz on the book within 24 Hours. Teachers will monitor the results on the tests and if the children are struggling to understand the texts or exceeding whilst reading the texts they will be re-assessed and given appropriate texts.


Each half term children will be asked to undertake a ‘Star Test’ which will help to assess where the children are and if they are able to move up a level. Teachers may choose to give the children a star test more frequently if they are showing signs of improvement. After each ‘Star Test’, teachers will print off a growth report, which will tell the staff where the children are working at and how much progress they have made. Teachers will then address their reading teaching accordingly. The expectation is that every child manages to do a quiz at least once per week. This however may change in the later years if the children are reading novels such as Harry Potter. We believe that ‘knowledge and imagination grow with reading,’ and that all pupils should be taught to read fluently and expressively and be encouraged to enjoy reading both for pleasure and for information. To enhance this, we offer many opportunities to model and share reading. The whole class shares a text, which is beyond their independent reading levels, often using an enlarged text (paper or ICT based). Shared reading provides a context for teacher modelling, teaching and applying reading skills (word,sentence and text level).

Guided Reading

In EYFS and KS1 each pupil will receive at least 1 Guided Reading session per week. The guided reading will follow the DSAT Language Comprehension Framework. In KS2, pupils follow a whole class shared reading structure as per the DSAT reading strategy.

General guidance:

• Guided reading groups should contain 5 children as a maximum so that each child can have access to a book as well as the teacher.

• There should be no more than 8 groups in total, these groups form part of a rolling programme of teaching. This means that over 8 sessions, each group should receive a guided reading adult led session.

• Each session lasts for between 20 and 30 minutes, no longer.

• Think carefully about seating arrangements – confident, fluent readers to be paired together away from the teacher with less confident children closer to where the teacher is sitting.

• Each text used for each group must be read by the teacher before the session is planned.

• Each text must be used in a maximum of 3 sessions. This will ensure that the children do not get bored.

• The chunks used from each text must suit the intended purpose of the teaching in that session. Use post-its to mark the pages where children are to stop or start.

• The text chosen for the group should be at a level where the children can read 90-95% of the text (the instructional level) this should relate to the children’s PM Benchmark level.

• The planning for each guided session must be completed on the correct proforma with the answers for each text noted in red. This enables targeted teaching and will also increase pace of the session as the answers are already there for you.

• All Guided reading sessions must follow this structure (as laid out on the planning proforma) o book introduction, o strategy check, o independent reading, o return to text, o respond to text.


Book introductions:

• Do not give the children the book until after the book introduction

• Read the title with the children x 2

• Introductions should be well thought through and planned for, these must contain a question which relates to the children’ prior experience.

• When the children provide responses to the prior experience question they should speak in full sentences. If they cannot or do not do this, provide them with the sentence structure. KS1 model it and repeat chorally, then ask them to complete their own sentences.

For Levels 1 – 6

• Go through the book so the children can only see the pictures and the teacher can see the text

• Repeat full sentence structure once or twice and then only give the children unfamiliar vocabulary

• Leave last pages for children to read independently and be excited about what happens

• Repeat full sentence structure once or twice and then only give the children unfamiliar word


Strategy check:

• Ask children what strategies they would use for decoding and also for meaning.

• Have with you when you teach the session the list of these so that you can use/ teach/ check that the children have named the correct strategy for their stage in learning.

• Only after the strategy check is complete do children get the books.

• Reading finger under the word

• Look at the first letter, say the sound and cross check with the picture

• Looks at the letters, say the sounds, blend the sounds together and cross check with the picture

Independent reading:

• Children need to ‘mumble’ read – they all read out loud at their own pace. Mark in the text (using a post-it) where the children are to stop reading to. This is known as chunking the text and is more appropriate for longer texts in KS2.

• Teachers “dip in and out” prompting children with questions regarding the words that they have read and noting any “problems” they may have.

For Levels 7 – 8

• Go through the book so the children can only see the pictures and the teacher can see the text

• Repeat unfamiliar vocabulary and not the whole sentence – ask children to repeat the vocabulary to ensure they have rehearsed it


For Levels 9 onwards

• Talk about the genre if appropriate

• Relate to own experience (give children the sentence structure and repeat chorally before they think of their own)

• Discuss picture if appropriate

• Set expectation of where to read to


• Teacher to move around/lean across the table and hear every child read.

• If children complete the text before their peers, ask them to re-read or peer read sharing the reading evenly between the 2 children.

Responding to the text: This is the most important part of the session as the children need to be able to demonstrate their knowledge and understanding of reading through the questions you ask. For Levels 1 – 8

• One question related to the sequence of events/oral question

• One question that requires children to find the word/words

• One question related to opinion that requires a full sentence (model full sentence structure first Finally:

• Depending on the ability of the children you may wish to repeat the read, return, respond section of the lesson with different content within the 20-30 minutes.

• Notes about the learning in the session must be made. These will be used to inform the teacher’s assessments.

DSAT Language Comprehension Framework

Returning to the text:

• This is an opportunity for the children to discuss the problems they may have come across, these can relate to both the decoding and pronunciation of words and also the meaning of words.

• Who had a problem reading this book/section?

• Did anyone get stuck on a particular word? What can we do to help?

• Ask the children to explain how they would read the word using the vocabulary from the strategy check and do not explain the strategy for them.

For Levels 9 onwards: Independent reading, returning to the text and responding to the text happen consecutively for each set of pages the children read. Use of the DSAT literacy strategy.


The DSAT Language Comprehension Framework has considered the EYFS Framework, National Curriculum

Programmes of Study and the Content Domains identified in the Reading Test Developer’s Frameworks for KS1 &

KS2. Although it does not include a full description of the statements present in the NC programmes of study the

Content Domains provide an overarching coverage of the skills required. The NC statements should still be present

on English planning documents such as Unit of work plans for English lessons.

The DSAT Language Comprehension Framework should act as a basis for the teaching of language

comprehension and should be developed to balance the child’s reading entitlement to a broad and varied

curriculum, whilst reflecting the rigour and expectations of the milestone assessments which they will encounter

during their journey through the primary phases of their education. The teaching of the skills of language

comprehension should be reflected in the weightings given to the time spent on each skill. Specific year group

examples are given below.

Year Group Progression

Teachers will be required to teach children the different content domains in order to help the children’s language

development and understanding. The % given for each content domain reflects the weighting of the specific skill


within the teaching sequence and therefore the amount of time needed to be focussed on each of them. This cycle

will be repeated throughout the year and reflected in the planning and delivery of lessons which develop language

comprehension (whether in English, reading or cross curricular lessons)

Shared reading- explicitly model and question the children using the EYFS specific skills listed on the DSAT Language

Comprehension Framework (Based on the Early Years Framework).

Language comprehension frameworks- Years 1-6.

The following specific year group frameworks consider the National Curriculum, the Content Domains weightings

and the level of complexity needed for each skill.

Shared reading and other opportunities to explicitly model and question the children using the Year 1 specific skills

listed on the DSAT Language Comprehension Framework (based on the Year 1 Programme of Study)


To include developing the children’s experience of responding to questions about picture books, non- fiction reports,

poetry and text extracts. Text extracts use should begin by opportunities to respond to questions on the same page as

the extract and build up to longer pieces of text (Appendix 2i, 2ii & 2iii).

Year 3- e.g. Out of a series of 10 lessons

3 x Give / explain the meaning of words in context

3 x Make inferences from the text / explain and justify inferences with evidence from the text

3 x Retrieve and record information / identify key details from fiction and non-fiction

1 x combination of summarise, meaning enhanced through the choices of words or phrases, content contribute to

meaning as a whole and making comparisons.

Years 4-6 e.g. Out of a series of 10 lessons

2 x Give / explain the meaning of words in context

3 x Make inferences from the text / explain and justify inferences with evidence from the text

3 x Retrieve and record information / identify key details from fiction and non-fiction

2 x combination of summarise, meaning enhanced through the choices of words or phrases, content contribute to

meaning as a whole and making comparisons.

The table below shows a progression of the approaches appropriate to each year group.


EYFS Year 1 Year 2 Years 3-6

Explicitly model and question the children

using the EYFS specific skills listed on the DSAT Language Comprehension

Framework. (Based on the Early Years

Framework)

Shared reading and other opportunities to explicitly model and question the

children using the Year 1 specific skills listed on the

DSAT Language Comprehension Framework.

(Based on the Year 1

Programme of Study).

To include developing the children’s experience of responding to questions about picture books, non- fiction reports, poetry and text extracts. Text extracts use should begin by opportunities to respond to questions on the same page as the extract and build up to longer pieces of text.

Whole class teaching approach.


Each half term would end with a two week block of Whole class teaching- Building fluency and resilience. Use a longer text or two texts- with a variety of types of questions. Day 1- Reading fluency and resilience- use the spotter cards to identify the skill needed for each question. Day 2- Read and answer half of the questions Day 3- Read and answer the last half of the questions Day 4- Guided marking (Assessment for Learning lesson)- whole class

Text Selection

Appropriate text selection is essential during reading sessions. The text should reflect the National Curriculum Programme of Study and include some of the appropriate word, sentence and grammatical features.


The quality texts chosen for the guided reading sessions should include a range of:

• genres

• texts of varying length

• texts that span different topics.

Quality text recommended book lists.

It is vital that the teacher has a firm understanding of the text before the guided reading session to identify the key vocabulary, text organisation and literary features.

Quality literature is highly motivating to both students and teachers. Students prefer to learn with these texts and given the opportunity will choose these texts over traditional ‘readers’. (McCarthey, Hoffman & Galda, 1999, p.51).


Content Domain Posters

A set of posters for both KS1 & KS2 is used in every classroom to ensure consistency of language when teaching the

strategies. Included on the posters are the content domains, the ‘spotter’ character, associated vocabulary and

strategies to use.


Question stem progression

A document has been collated listing a variety of

sentence stems appropriate for each content domain.

These are for use by staff to plan their guided reading

lessons and aim to reduce teacher workload.

Question formats

As the children progress through Years 2-6, they will experience being assessed using the KS1 or KS2 reading assessment materials. The format of these assessments can vary significantly from every day classroom teaching materials. It could be beneficial to allow the children to become accustomed to these style of question formats in order for them to work to the rigour of the assessments plus to allow them to become confident and resilient. A bank of editable formats have been constructed in order for teachers to be able to use them

easily, without increasing the volume of their workload.


Cross Curricular Opportunities for Language Comprehension

Reading is the gateway to understanding and fundamental to all learning across the curriculum. It is vital that

we create and look for opportunities to develop the teaching of the specific skills of reading across the curriculum.

Children can be taught to develop these skills using a variety of media including artwork, photographs and films.

Enjoyment of reading

By giving reading a high profile within the school and within each classroom we hope to encourage a lifelong relationship with reading, which allows our pupils to enjoy and experience a wide variety of literature from many genres, so they can escape into the world of a book or learn something new. We encourage the enjoyment of reading in a wide variety of ways that continue to be adapted in order to gain and maintain the enthusiasm of the pupils within the school. The school provides a wide variety of high-quality resources to support the teaching of reading and every classroom has an exciting and engaging reading corner for pupils to enjoy reading books. To further promote the enjoyment of reading the children have the choice of language rich books to take home and read with their parents. The emphasis on this is to enjoy a book together as opposed to parents ‘testing’ the children on the text.

Reading Spine A reading spine is being created by all of the staff at BCPS in 2018-2019 with key texts that would develop vocabulary and help the teaching of key skills. This spine is to be used to help children develop their love of reading and to use as a stimulus to for units of English work.

Reading interventions at BCPS

Better Reading and Writing Partnerships (BRWP)

BRWP is a specialist 1-1 reading intervention designed to target both phonics knowledge development and comprehension strategies. In order to deliver this intervention you must have received the specialist training. Below is a brief outline of a session.

Familiar books Running record Letter/ word/ ungluing sounds

New book


Wha

t ha

ppen

s Pupil read 1-3 familiar books (95-100% accuracy)

Pupil reads yesterday’s new book 90% accuracy (when books become longer at level 14+, you may need to consider reading half the book).

Letter/ word work/ ungluing sounds (there are closely related to the words in new or familiar books that the pupil is reading)

With today’s new book you do an introduction Then the pupil reads new book. (Some level 14+ books are longer so perhaps the pupil reads half the book and finished it the next day)

tim

e Approx. 6 minutes Approx. 4 minutes Approx. 4 minutes Approx. 6 minutes

Bene

fits f

or the

pup

il

When pupils read the same book several times at 95% accuracy, they notice different things every time the read. They teach themselves many things about print and practice fluency. Pupils also speed up word recognition and increase their confidence.

Pupils try to use their growing skills with a book hey have only seen once.

Pupils focus on letters and words hey need to read quickly (from any book they have been reading with you). With a regular word they need to use it make other words e.g. make - take

Pupils get a chance to put all the strategies you have both been working on together to read a new book. What’s why the new book is at the end.

You

r ro

le

Try to notice what the child is using and what they are ignoring. Let the child get on with the reading. Avoid interrupting too much. Use prompts wall. Use only specific praise. At the end of the book pick on one that the pupil did well. Go to the page and copy what the pupil did to demonstrate good work. Demonstrating is more effective than explaining. Then pick one or two things to work on.

Do no teach! This is your time to notice what the child is using and what they are ignoring. What sort of reading behaviours are they using? What kinds of errors are they making? Take a running record. The running record should be used as a method for checking that your observations of the child’s reading are correct. Tell a word if the child doesn’t know. If a child gets a word incorrect, do nothing unless the word is going to crop up frequently, in which case you must correct.

Take a letter(s) or word(s) from today or yesterday that the child needs to work on. Try afterwards to link the letter or word work to the book. You may choose a word to work on that the child worked out and then use it to get to other words e.g. f-a-s-t, last, past etc. Make sure that the child can hear the sounds in words.

Yu have to “debug” the book. What is going to make it difficult for the child to read? Names? Vocabulary? Sentence structure? Plot? Setting of the book? You may need to use prompts to help the pupil do some problem solving. Tomorrow the pupil should be able to read it at 90% accuracy.


Aft

er the

sessio

n Write down 2 key things from the familiar reading – one positive, one to work on. Try to focus on this in the following session. Choose 2 familiar books for tomorrow (one will be the book you did a running record on today)

Score the accuracy record each day, what is the pupil using? What are they ignoring? Are they ready for a new level? If accuracy has been 95% plus at this level for 3-4 days then they may be ready for a new level.

Do you need to repeat this work tomorrow? What new letters or words could you work on? Look at your notes and running record to plan work.

Was your book introduction effective? Choose a new book for tomorrow. Read it so that you know it. Plan your book introduction.

Lexia

Lexia is a computer based reading software programme which works by monitoring the individual performance of children and adapts automatically to their learning needs. The feedback provided by the system is easy to interpret and weekly reports of the progress and areas to work on can be printed. The system can also provide plans which are tailored to groups or individual needs based on identified gaps in their learning. The intervention covers a wide range of reading aspects including: phonological awareness, phonics, fluency, vocabulary and comprehension. The development of reading skills is detailed below:

Phonological awareness Phonics/ PA Structural Analysis

Leve

l 1

(R)

❖ Rhyming ❖ Upper and lower case letters – visual meaning

Leve

l 2-5

(Y

1)

❖ Blending and segmenting syllables and sounds

❖ Beginning sounds ❖ Ending sounds

❖ Short and long vowel sounds

❖ Manipulating sounds

❖ Alphabetising ❖ Letter-sound correspondence

❖ Letter names

Leve

l 6-9

(Y

2)

❖ Short and long vowel sounds

❖ Manipulating sounds (substitution)

❖ Letter-sound correspondence

❖ Easily reversible letters (b,d,p) ❖ Word families

❖ Contractions ❖ Six syllable types


Leve

l 10

-12

(Y3)

❖ Manipulating sounds (additions and deletions)

❖ Irregular plurals and verbs

❖ Hard and soft c and g ❖ Six syllable types:

o Closed o Open o Vowel r o Vowel combinations o Silent e o Constant le

❖ Rules for syllable division

❖ Spelling generalisations and rules

❖ Simple suffixes

❖ Prefixes

Leve

l 13

-14

(Y4)

❖ Suffixes ❖ Spelling rules for adding affixes

❖ Prefix meanings

Leve

l 15

-16

(Y5)

❖ Spelling rules for adding affixes ❖ Root meanings

Leve

l 17

-18

(Y

6)

❖ Greek combining form meantime ❖ Accent placement

Automaticity/ Fluency Vocabulary Comprehension

Leve

l 1

(R)

❖ Automaticity with foundational concepts

❖ Basic categories ❖ Listening comprehension

❖ Picturing

Leve

l 2-5

(Y1) ❖ Automaticity with

foundational concepts

❖ High frequency sight words

❖ Special concepts

❖ Advanced adjectives

❖ Listening comprehension

❖ Picturing ❖ Comprehension strategies with

narrative and informational texts

Leve

l 6-9

(Y2)


❖ High frequency sight words

❖ Sentence structures

❖ Categorising and associations ❖ Multiple meaning words

Listening comprehension

❖ Understanding text structure o Sequencing sentences

❖ Comprehension strategies with narrative and informational text

❖ Reading comprehension o Matching words/

phrases with pictures o Cloze sentence

comprehension


Leve

l 10

-12

(Y3)


❖ High-frequency sight words

❖ Sentence structures ❖ Timed silent reading at word

level

❖ Timed silent reading at paragraph level

❖ Modelled prosody with connected text

❖ Synonyms and antonyms

❖ Similes and metaphors

❖ Listening comprehension

❖ Understanding text structure o Building sentences o Analysing sentence

structures o Signal words

❖ Comprehension strategies with narrative and informational text

o Main ideas/ mainly about

o Details o Vocabulary o Prediction o Inferencing o Conclusion o Cause and effect o Compare and

contrast o Summarising o Paraphrasing o Perspective o Fact vs. opinion

Leve

l 13

-14

(Y4)

❖ Idioms ❖ Analogies

❖ Affix and root meanings

Leve

l 15

-16

(Y5)

❖ Multiple meaning words ❖ Idioms ❖ Affix and root meanings

Leve

l 17

-18 (Y6)

❖ Shades of meaning

❖ Advanced analogies ❖ Greek combining forms

Finding the right starting point for the children in the programme is achieved through a 15 minute assessment task that the children complete independently. From this assessment the needs of the child are identified and then the software chooses the correct starting point by automatically generating lesson plans and practice worksheets. These worksheets can be printed and given to the children as homework to complete or as part of an independent reading activity within the school day. Lexia is also accessible at home as it is a web-based programme, meaning that children can continue their learning on a computer, iPad, tablet or Android. The Lexia software has been installed onto all computers, laptops and iPads within school.

Lexia is most effective for a child when

1. They receive a minimum of 3 x 20 minute sessions a week. 2. Teachers use the reports to monitor the child’s progress once a week. 3. Students access the additional practice sheets as homework/ independent learning activity.

Please see below for the scope and sequence of Lexia units

Phon

olog

ical

aw

aren

ess

Phon

ics/

PA

Stru

ctur

al

anal

ysis

Aut

omat

icity

/ fl

uenc

y

Voc

abul

ary

Com

preh

ensio

n

R Level 1 A Picnic In The Woods ❖ ❖ ❖ ❖ ❖

Year 1 Level 2 A Day At The Beach ❖ ❖ ❖ ❖ ❖ Level 3 A Snow Day In The City ❖ ❖ ❖ ❖ ❖


Level 4 The Amazon Rainforest ❖ ❖ ❖ ❖ ❖

Level 5 The Scottish Cliffs ❖ ❖ ❖ Year 2 Level 6 A Day In Paris ❖ ❖ ❖ ❖

Level 7 The African Serengeti ❖ ❖ ❖ Level 8 The South Pole ❖ ❖ ❖ ❖

Level 9 The Egyptian Desert ❖ ❖ ❖ ❖ Year 3 Level 10 An English Garden ❖ ❖ ❖ ❖

Level 11 The Swiss Alps ❖ ❖ ❖ ❖ Level 12 A Russian Circus ❖ ❖ ❖ ❖ ❖

Year 4 Level 13 The Indian Rainforest ❖ ❖ ❖ ❖

Level 14 A Japanese Garden ❖ ❖ ❖ ❖ Year 5 Level 15 The Great Barrier Reef ❖ ❖ ❖ ❖

Level 16 A Hawaiian paradise ❖ ❖ ❖ ❖ Year 6 Level 17 A Southwest Fiesta ❖ ❖ ❖ ❖

Level 18 The Ancient Greek Countryside ❖ ❖ ❖ ❖

Book band colour PM Benchmark levels

Phonic Phase

Pink 1, 2 2

Red 3, 4, 5 3

Yellow 6, 7, 8 3/4

Blue 9, 10, 11 4/5

Green 12, 13, 14 5

Orange 15, 16 5

Turquoise 17, 18 Above phase 5

Purple 19, 20 Above phase 5

Gold 21, 22 --

Silver 23, 24 --

Lime 25,26 --

Ruby 27,28 --

Sapphire 29,30 --


Pupils should be secure at Gold level by the end of KS1 to be working at expected levels.

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