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Phonics, Reading & Writing at Millfield

Schemes

The school uses the ‘Monster Phonics’ scheme for phonics which is implemented from Pre-School to Year four alongside other supportive materials e.g, songs, videos, flashcards.

Please read the informative presentation below giving an explanation of phonics.  This covers both teaching in school and how parents/carers can support phonics learning at home. This information is normally shared during workshop sessions that we deliver during the Autumn term to parents and carers. Due to COVID-19 these workshops have not been able to take place, however, as a school we are still keen to share this information with parents and carers.

 

Please click on the document below to open the presentation:

The main reading scheme is ‘Oxford Reading Tree’, which is colour banded. Children are assessed using Miscues where they are monitored on their fluency and comprehension skills which links to the colour bands. Children are read to everyday and are supplied with reading books to take home.
Below is a guide to Millfield's reading colour band system:

Literacy within the Early Years Foundation Stage 

Pre-school:
Phonics is embedded throughout the curriculum focusing on listening to different sounds in the environment and children investigating their own name. 

Nursery:
Discrete phonics is taught once a week introducing an individual letter sound, which is the sound they focus on for the week. The sounds are embedded through a range of activities and games across the Early Years environment. 

Reception:
Discrete daily phonics is taught introducing children to individual letters sounds and the initial digraphs. Children begin to blend and segment CVC words, which then progresses to writing simple sentences including tricky words. The children read to an adult individually every week. 

 

Reading in Key Stage one and Two

We love reading at Millfield! 


We have aligned our teaching of reading with Jane Considine's 'Hooked on Books' approach.

 

During the week, children take part in 'Book Talk' a whole class guided reading session. In those 'Book Talk' sessions you will find our children reading by themselves, reading with a partner, reading as a whole class or listening to the class teacher model reading.



 

Children use the 'Reading Rainbow' to read and respond to texts through different lenses within 3 different zones of reading: The Fantastics, The Stylistics and The Analytics. Book Talk is key to developing oracy skills. Children collaborate in groups using sentence stems and high utility words to develop a Book Talk response. Children also complete comprehension tasks when working independently.

Writing in Key Stage One and Two

As a school we have adopted “The Write Stuff” by Jane Constantine to bring clarity to the mechanics of writing. 
 

“The Write Stuff” follows a method called “Sentence Stacking” which refers to the fact that sentences are stacked together and organised to engage children with short, intensive moments of learning that they can then immediately apply to their own writing.  An individual lesson is based on a sentence model, broken in to three chunks:

  1. Initiate section – a stimulus to capture the children’s imagination and set up a sentence.
  2. Model section – the teacher close models a sentence that outlines clear writing features and techniques.
  3. Enable section – the children write their sentence, following the model.

“The Write Stuff” also reinforces grammar through the use of:
The FANTASTICs which are an acronym that summarise the ideas of writing
The Grammar Rainbow is a classroom tool that enables the teacher to drive key grammar messages.

 

 

An overview of The Write Stuff Approach:

Further Information:

English within Key Stage One

Year 1:
Discrete phonics is taught in small groups daily according to their phonetic knowledge. They learn a combination of digraphs, trigraphs and split digraphs which are used to support their reading and writing. Alternative spellings and common suffixes are introduced as well as reinforcing blending and segmenting. Real and nonsense words are practised to monitor the children’s ability to apply their phonetic knowledge, in preparation for the Year One Statutory Phonics Assessment.
Guided reading takes place every week in small groups. The sessions include reading with an adult, working on segmenting and blending skills, comprehension, predicting and sequencing.

Year 2:  

Children will continue to develop and embed their phonetic knowledge until they are secure. Once children are secure in this, they move onto learning the Year Two spelling rules. They also learn about root words, compound words, suffixes and prefixes. The children learn how to read and spell common exception words to develop fluency.
Guided reading is taught weekly with a focus on developing comprehension through inference skills, explaining, sequencing, understanding vocabulary and retrieving information. At the End of Year Two children take a statutory reading test to support the teacher to monitor their reading fluency and comprehension.

 

English within Key Stage Two 

Some children are given the opportunity to secure their phonetic knowledge in small groups. In daily SPaG (Spelling, Punctuation and Grammar) lessons, the children continue to learn and develop spelling and grammar rules to support their reading and writing.
In Key Stage Two, guided reading is taught weekly through whole class guided reading sessions and small guided reading groups, which is tailored to the children’s needs. The children widen their comprehension skills by referring to the text in their answers, making connections, clarifying for meaning, asking questions about the text and summarising.

Below is a handwriting letter formation sheet showing each letter formation.  This sheet can be used to help your child practice letter formation.
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