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Bilton Infant School‘Be the best we can be’

Welcome toBilton Infant School‘Be the best we can be’

English

Synthetic phonics

 

Synthetic phonics is a method of teaching reading which first teaches the letter sounds and then builds up to blending these sounds together to achieve full pronunciation of whole words.  Synthetic phonics teaches the phonemes (sounds) associated with the graphemes (letters).

 

Sounds are taught on their own and then blended together (this is called synthesising), all-through-the-word. 

 

Research evidence has shown that the most effective way to teach phonics is by using one main programme - we use Collins Big Cat.

 

We have regular phonic sessions where children learn how to practice and apply phonics to read and write words and sentences. 

Phonics: Letters and Sounds

Phonics:  Letters and Sounds 1
Phonics:  Letters and Sounds 2

Reading

 

Collins Big Cat Phonics provides complete support for early reading development in Reception and Key Stage One, fully aligned to Letters and Sounds Phases 1-6. 

 

Our children have a secure start to reading with 80+ fully decodable books which include:

 

  • Fiction and non-fiction books fully aligned to Letters and Sounds for complete practice of all the required phonemes.
  • Exciting fiction and non-fiction topics written by fantastic authors and supported by high-quality illustrations & photographs
  • Support for pupils in reaching age-related expectations to support the reading of every book. 

 

Regular teaching and practice supports early readers through highly decodable books for further practice and development.

 

In addition to decoding, they practice increasing their fluency skills, comprehension skills and expanding their vocabulary. 

Picture 1
Picture 2

Reading at home

 

One way in which children get better at reading is through lots of practice. By hearing children read at home, you can help them practise and improve. As you get more experienced, you will find more ways of helping children with their reading. But the main thing you will be doing is giving them more opportunity to practise by reading aloud to an adult.

 

It is the teachers’ responsibility to teach reading, but your assistance will mean that you can work together to help children become better readers.  We recommend they read their reading book at home at least three times per week.

 

We provide reading books for children which match their needs. These books are used to practice and apply their new knowledge and skills and will be books children can read at least 90% of, confidently, fluently and independently. 

 

In addition, children benefit from having adults read story and information books to them to encourage a shared reading experience, a love of books and an opportunity to broaden their language skills.

Writing in School

Our writing curriculum immerses children in a literary world to provide meaningful and authentic contexts for writing.  We have a complete, thematic approach to the teaching of primary English that places children’s literature at its core.  All plans include engaging starting points to generate interest, engage and activate inference.

 

Children engage with significant authors with a variety of shorter and longer writing opportunities that are purposeful and pertinent to particular points of text. This has been developed into a cohesive whole-school approach, where sequences of work are provided that sit under themes which are mapped throughout the school.                        

Spelling in School

Our spelling framework is based upon Appendix 1: Spelling of the English National Curriculum 2014.

 

Each week pupils are expected to learn a set of spellings based upon a wide range of spelling patterns and common exception words.

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