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Mount Carmel Catholic School
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Our Reading CurriculumLoading...
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The Power of Learningthrough Reading
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'I have come so that they may have life and have it to the full.' Mark 10:10
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Mount Carmel Values
Our aim is for every child to leave here an Ambassador of Christ.
Our values are deeply rooted in the high expectations that we have of each child in the school. Our Values permeate across the school through children's learning, friendships, behaviour and leadership.
Our values come from the Church.
C - consideration
H - helpfulness
U - unity
R - respect
C - commitment
H - honesty
Our aim is for every child to leave here an Ambassador of Christ.
Our values are deeply rooted in the high expectations that we have of each child in the school. Our Values permeate across the school through children's learning, friendships, behaviour and leadership.
Our values come from the Church.
C - consideration
H - helpfulness
U - unity
R - respect
C - commitment
H - honesty
Our British Values
Our children learn about our British Values through 5 areas. These are discussed at whole school liturgies and during lunch times. We are committed to serving our community, with the strong belief that we are one school for all.
Our children learn about our British Values through 5 areas. These are discussed at whole school liturgies and during lunch times. We are committed to serving our community, with the strong belief that we are one school for all.
Our Power Values
Our aim is for every child to leave with the power to make a positive change in the world. Through our subjects there are five themes that we believe are integral with teaching children how to become powerful adults.
We ensure that these themes run through our subjects. Children learn about 5 areas of power - Education, Religion, Resources, People and Legacy.
Our aim is for every child to leave with the power to make a positive change in the world. Through our subjects there are five themes that we believe are integral with teaching children how to become powerful adults.
We ensure that these themes run through our subjects. Children learn about 5 areas of power - Education, Religion, Resources, People and Legacy.
Our Reading Curriculum.
The Power of Learning
How Phonics and Decoding is taught across the school
EYFS
Y1
Y2
Develop their phonological awareness, so that they can:
- spot and suggest rhymes
- count or clap syllables in a word
- recognise words with the same initial sound, such as money and mother
Read individual letters by saying the sounds for them.
Blend sounds into words, so that they can read short words made up of known letter– sound correspondences.
Read some letter groups that each represent one sound and say sounds for them. Explore, use and refine a variety of artistic effects
to express their ideas and feelings.
Teach children to develop their colour-mixing techniques to enable them
to match the colours they see and want to represent, with step-by-step
guidance when appropriate.
- spot and suggest rhymes
- count or clap syllables in a word
- recognise words with the same initial sound, such as money and mother
Read individual letters by saying the sounds for them.
Blend sounds into words, so that they can read short words made up of known letter– sound correspondences.
Read some letter groups that each represent one sound and say sounds for them. Explore, use and refine a variety of artistic effects
to express their ideas and feelings.
Teach children to develop their colour-mixing techniques to enable them
to match the colours they see and want to represent, with step-by-step
guidance when appropriate.
Respond speedily with the correct sound to graphemes for all 40+ phonemes, including alternative sounds for graphemes
Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
Read other words of more than one syllable that contain taught GPCs
read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents
the omitted letter(s)
Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
Read other words of more than one syllable that contain taught GPCs
read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents
the omitted letter(s)
continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
read accurately words of two or more syllables that contain the same graphemes as above
read words containing common suffixes
read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
read accurately words of two or more syllables that contain the same graphemes as above
read words containing common suffixes
The Power of Learning
How Phonics and Decoding is taught across the school
Y3
Y4
Y5
Y6
Apply growing knowledge of root words, prefixes and suffixes (etymology and morphology) to read aloud and understand new words
Note unusual correspondence between spelling and sound
Note unusual correspondence between spelling and sound
Apply growing knowledge of root words, prefixes and suffixes (etymology and morphology) to read aloud and understand new words
Note unusual correspondence between spelling and sound
Note unusual correspondence between spelling and sound
Apply growing knowledge of root words, prefixes and suffixes (etymology and morphology) to read aloud and understand new words
Apply growing knowledge of root words, prefixes and suffixes (etymology and morphology) to read aloud and understand new words
The Power of Learning
How fluency and self-monitoring skills is taught across the school
EYFS
Y1
Y2
Re-read these books to build up their confidence in word reading, their fluency and their understanding and enjoyment.
read books aloud, accurately, that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
reread these books to build up their fluency and confidence in word reading
checking that the text makes sense to them as they read, and correcting inaccurate reading
reread these books to build up their fluency and confidence in word reading
checking that the text makes sense to them as they read, and correcting inaccurate reading
read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
reread these books to build up their fluency and confidence in word reading
checking that the text makes sense to them as they read, and correcting inaccurate reading
read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
reread these books to build up their fluency and confidence in word reading
checking that the text makes sense to them as they read, and correcting inaccurate reading