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Reading at Dallam


Children are taught listening skills from Nursery and the skill of segmenting and blending orally.  In Nursery children are taught how to handle books. They learn that all print carries meaning and begin to develop an understanding of story structure and characters through adults sharing and discussing books.   In Reception children are taught reading skills through sharing big books and sound bags. Children are given opportunities for individual reading with an adult, and guided reading sessions. Children are given further opportunities to develop an enjoyment of reading through the use of story sacks, listening to rhymes, jingles and stories using headphones and adult led daily story sessions. Also, the use of a phonics based home reading scheme enables children to consolidate learning and enjoy sharing books.


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We recognise that phonic knowledge is only one aspect of becoming a fluent and confident reader.  As the children progress through year 1 and 2, the children are supported in the reading of common exception words (red words), suffixes, syllables and contractions. As the children become more confident readers, they are introduced to spelling patterns and are expected to apply them in their writing. 

If you require additional information relating to the curriculum please speak to your child's class teacher.

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As children progress through key stage 1 we aim for the children to use their phonic knowledge automatically and begin to recognise the combinations of letters that make different sounds.  You will see a sound chart in all key stage 1 classrooms which helps the children to identify the different combinations of letters that make different phonemes.   Children learn phonics in small differentiated groups which are focused on the aim of speedy response to all 40+ phonemes/graphemes and developing knowledge of alternative sounds.  Children are assessed frequently, movement between groups is flexible and children are targeted to ensure each individual’s progression. The phonic knowledge of all children in key stage I is tracked and where necessary support via interventions is implemented.  This may also continue into key stage 2.

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