In the Early Years formal teaching of reading is delivered following the Read write Inc programme. It is a well-structured, systematic approach to phonics. Children work in small groups and are assessed and regrouped half termly.
Impact and progress is regularly measured with all children making progress.
In addition, vocabulary and phonics are embedded in all areas and provision, including:
Language rich environment
Book corner in classrooms
Fiction / nonfiction books accessible
Book sharing in class – reading stories
Weekly library books
Reading Race incentive.
Modelled reading through teaching sessions
Word games around the classroom
Encourage children to use ‘Fred fingers’ whenever possible.
Flashcards / words in the classroom
Signs and labels
Daily Topic session using a text, song or picture stimuli
Modelled reading /story telling
Drama based activities
Puppets and story telling
Small world / construction areas to develop story based play
Signs and labels – words and pictures on pots and storage to encourage reading.
Tailored daily intervention for identified child (Read, Write Inc.)
Weekly one to one reading for all children
Weekly information sheets for parents to support their children
Reading workshops for parents (restrictions permitting)
Dedicated reading Pod
Words / phonic cards
Access to fiction and non-fiction books
Music pod to develop listening skills.
Small world Pod to develop story telling
Discreet intervention – phonic cards in pockets / green word / red words as we progress through the year
Reading in the Early Years
Reading is so important. Enjoying books and reading stories from a very early age is crucial in the development of a child. Not only does it help with their ability to understand words, but it encourages them to begin to and develop their imagination – to see things and imagine things all by themselves – and to develop their speech, it improves concentration and introduces children to new concepts and the world around them.
Children develop more in the first 5 years of their life than at any other time (hence why these are called the foundation years), and during these years’ children start building the blocks for the rest of their life.
How We Share Books in the Early Years
As well as the books that we read as part of our main curriculum from the school reading spine. We also have books available in our everyday provision. We link texts and books to the different areas of our learning environment. Children can then use these to further their understanding. For instance, in the small world area near the dinosaurs, you will find books about dinosaurs. These will often be above the reading age of the child however an adult can share the information with the child. This allows the child to access extra information and for the adult to model reading.