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Phonics and Reading Schemes

As a core curriculum subject, English is a priority in our schools. This encourages pupils to become resilient readers and confident communicators.

In every academy, reading is prioritised to enable all children to access the curriculum. Our consistent and rigorous approach to teaching early reading enables children to master the key skills that research suggests is important early on. To do this, we follow the Read Write Inc. programme; this sets out a sequence of lessons that teaches children to read accurately and fluently with good comprehension. They also learn to form each letter, spell correctly and compose their ideas step-by-step.

The government strongly recommend the use of synthetic phonics when teaching early literacy skills to children. Synthetic phonics is simply the ability to convert a letter or letter group into sounds that are then blended together into a word.

Reading opens the door to learning. A child who reads a lot will become a good reader. A good reader will be able to read more challenging material. A child who can read more challenging material is a child who will learn. The more a child learns, the more he or she will want to find out.

Using RWI, the children learn to read effortlessly so they can put all their energy into comprehending what they read. It also allows them to spell effortlessly so they can put all their energy into composing what they write.
The children are assessed regularly and grouped according to their ability. They will work with a RWI trained teacher or teaching assistant. In addition to the RWI, children will also be working on writing skills in their classes with their own teacher.

The Read Write Inc Leader at Outwood Primary Academy Park Hill is Miss Sunderland. If you have any questions or need any guidance on the programme, please pop into the school office or give them a call and they will arrange an appointment for you.

Reading

When using RWI to read the children will:

• Learn 44 sounds and the corresponding letter/letter groups using simple prompts.
• Learn to read words using sound blending (Fred talk).
• Read lively stories featuring words they have learnt to sound out.
• Show that they comprehend the stories by answering ‘Find It’ and ‘Prove It’.

Writing

When using RWI to write the children will:

• Learn to write the letter/letter groups which represent the 44 sounds.
• Learn to write words by saying the sounds and graphemes (Fred fingers).
• Learn to write simple then more complex sentences.
• Compose stories based on story strips.
• Compose a range of texts using discussion prompts.

Talking

When using RWI the children will also work in pairs:

• To answer questions.
• To practise every activity.
• To take turns talking and listening to each other.
• To give positive praise to each other.

Blending

Help your child learn to read words by sounding-blending (Fred talk) eg. c-a-t = cat, sh-o-p = shop. Children learn to read words by blending the letter-sounds that are in the Speed Sounds set (the links are further down the page).

Reading Books Sent Home

When children start in Reception they will begin to bring home Set 1 sounds. Once the children are able to recognise these sounds they will begin to bring home an Oxford Reading Tree conversation book.
Once children can blend fluently, they will begin to bring home a Read Write Inc book and an Oxford Reading Tree Book.

Once children can blend fluently, they will begin to bring home a Read Write Inc book and an Oxford Reading Tree Book.

Year One
Children on Green level to Orange level will bring home a RWI book, an Oxford Reading Tree and a Book Banded Book.
They also have access to Bug Club where they have been assigned books. Please use this valuable resource.
Read Write Inc Books: Please encourage your child to read though the speed sounds page first, then the green and red words page and then check your child understands the meaning of words on the vocabulary check page, before they start reading the book. Your child will have read this book at least three times before they bring it home. They should be able to read this book with fluency and expression by the time they bring it home and they should have a good comprehension of what the book is about. At the back of the book are find it/prove it questions for you to do with your child.

Oxford Reading Tree: These books are to extend your child’s reading. Your child should be able to read most of this book however they might need a little support, especially with the first read.

The following section shows the order of the books.

Within each colour, you can see which set of sounds your child should be reading and the corresponding green and red words.

Sounds and Books

Ditties

Purple

Pink

Orange

Yellow

Blue

Grey

Developing Reading Across the Academy

The study of English promotes reading as a way of acquiring knowledge and as a way of exploring the world in different ways which enriches pupils’ understanding. A major focus of our English curriculum is to encourage the habit and enjoyment of reading – whether this is to explore new fictional worlds and characters, to engage with unfamiliar experiences through literature, to learn about our literary heritage, or to gain information from a variety of sources. Pupils will be immersed in a wide range of fiction, non-fiction and poetry throughout their primary journey. Reading is prioritised to allow access to the full curriculum offer, as it is our belief that reading is a necessity for pupils as it lays the foundations for many of the skills they will explore on their academic journey.

In order to teach pupils to develop their reading fluency and comprehension skills further, we believe it is vital that pupils experience high quality modelling from adults in school. They are given support where appropriate and the opportunity for independent practice of skills. As a class, the areas of development are identified and focused intervention takes place during the lesson.

Across the academic year, all classes will cover the content domains as set out in the national curriculum. The aim of each session is to tackle questions in detail, with reference to explicit strategies for each area of focus. The majority of pupils will access the same text, with support provided by the adults in the room. This text must be age-appropriate, but could also be an example of cross-curricular reading (either fiction, non-fiction or poetry).

Developing Writing Across the Academy

Our English curriculum provides many opportunities for writing with real purpose, including poetry, fiction and non-fiction. Pupils are actively encouraged to challenge themselves in writing lessons to develop their knowledge, skills and understanding of different text types and genres. Across the study of English, pupils will be exposed to excellent examples of a wide variety of texts, and will be given many opportunities to explore the role of the author. Across all writing activities, pupils will be encouraged to enhance and extend their vocabulary, grammatical accuracy, and will develop their ability to construct and manipulate sentences for effect. The development of spelling, punctuation and grammar is also a key part of our English curriculum, and is embedded within our writing lessons. From letter formation at the beginning of their academic journey, to crafting sophisticated narratives in Year 6, teachers encourage pupils to have nothing but the highest standards in English.

Parent Support

As well as parent open mornings, to provide hands on training, we provide virtual support in the form of a dedicated twitter platform. Tips, hints and videos are provided to help you support your with phonics at children at home.

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