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Teaching of Reading and Phonics

 Phonics

Read, Write, Inc

Read Write Inc. Phonics is a highly successful literacy programme created by Ruth Miskin and published by Oxford University Press. The training and support from Ruth Miskin Training, rated Outstanding by the Department for Education, ensure the programmes have the best chance of success in schools. The programme teaches children to read accurately and fluenty with good comprehension. It develops a love for reading and gives each child the best chance of success. The programme shows teachers, teaching assistants and parents step-by-step how to teach all children to become fluent readers, confident speakers and willing writers.

 

Our school uses:

  • Read Write Inc. Phonics. This programme is used by over a quarter of the UK’s primary schools. It is a comprehensive literacy programme, weaving decoding, comprehension, writing and spelling together seamlessly. Ruth Miskin developed the programme during her time as a headteacher in Tower Hamlets. Rigorous assessment, tracking and one-to-one tutoring ensure that schools guarantee progress for every child.

  • For information and tutorials on how to support your child learning to read go to: http://www.ruthmiskin.com/en/parents/

RWI in Practice

Children are taught phonics in differentiated groups on a daily basis from Early Years through to Year 2. Half termly assessments are carried out to ensure children are making consistent progress and grouped according to their ability to ensure that they are being challenged and supported throughout the scheme. Assessments are also used to identify children who may need extra help. In  Year 1, children will undertake a national phonics screening assessment.

A considerable amount of time and money has been invested in the training of teacher and teaching assistants alike. 

Five key principles underpin the teaching in all Read Write Inc. sessions as taken from the Teacher Handbook:  

  1. Participation – As they are in small groups, children participate fully in every session. They are able to maintain high levels of concentration and they do not miss key elements of the teaching.
  2. Praise - Children work together as partners. They take turns to teach and praise each other. They are motivated by praise from their teachers and teaching assistants.
  3. Pace - Sessions never drag. The lively pace keeps every child fully engaged and on task.
  4. Purpose - Every instructor has been trained in Read Write Inc. methods. They know the purpose of each activity, and how it leads into the next.
  5. Passion - Instructors, too, become passionate about their teaching as they see the children enjoying the progress they are making.

Sounds 

Through the Read, Write Inc programme children are taught to recognise sounds and then to ‘sound-blend’ them into words for reading.

Please click on the following link to see the pronunciation of pure sounds https://www.youtube.com/watch?v=UCI2mu7URBc

Set 1 Sounds

Set 2 Sounds

Set 3 Sounds

 


Support for children who did not pass the Year 2 recheck

Interventions are put in place for children in Year 3 who did not pass the Year 2 phonics recheck.

 Reading in EYFS and KS1

Once children are able to blend CVC words in Early Years, they are put on to the school's reading scheme.  Teachers and/or teaching assistants listen to children read individually once fortnightly.

Reading sessions focus on each child’s reading target (word reading and/or comprehension).  Teachers make notes on individual running records, including children’s next steps. During these sessions, staff ensure that the children are reading the correct level books and identify and work on their next step targets. Over the course of the year, children build up to starting guided reading groups.

In Year 2, guided reading takes place four times per week (not on PPA afternoons). Teachers record these sessions on the GGR Record sheets which are kept in the class reading folder. Each session focuses on a word reading or a comprehension objective from the National Curriculum. At the end of the session, teachers record whether each child has met the objective or is working toward the objective as well as any specific comments.

In Year 2 class teachers and teaching assistants regularly listen to children read individually.

Records of individual reading are kept in the class reading folder. During these sessions, staff ensure that the children are reading the correct level books and identify and work on their next step targets.


Supporting reading at school

  • Parent reading mentors come in to school to listen to children read who need extra support. This takes place once per week.
  • Through the school reading mentor (see below).

Home reading

In KS1 children follow the reading scheme. They are given books from the scheme to take home to read. These books are changed 3 times per week: Monday, Wednesday and Friday if they have been read at home. Class teachers monitor how often children read at home and support any children who are not regularly reading.


Reading Mentor

The school reading mentor identifies 6 children from KS1 each half term to support with reading and phonics. These children receive 4 one to one sessions per week for a block of 6 weeks to support their reading progress. Targeted children are assessed at the start and end of the teaching block so their progress can be monitored.

 Reading in KS2

In Key Stage 2, the children are taught reading through a daily whole-class approach. Lessons are structured to ensure that children are first fluent in the text being taught (one per week) and understand the key vocabulary. After this, comprehension skills such as inference and retrieval are taught and practised through a variety of questions as well debates, discussions and open-ended questions to cultivate a love of reading.


Supporting reading at school

  • Some children who are identified as needing extra support in reading in KS2 use the IDL program. This is an intervention that takes place twice per week in every year group. Children are expected to complete at least one session at home for homework. 
  • Parent reading mentors come in to school to listen to children read who need extra support. This takes place once per week.

Home reading

Children in Key Stage 2 read books from the Quality Text Scheme (QTS). This offers a range of genres and supplements the children’s free reader choices to ensure they are exposed to a both a range of texts and also age-appropriate vocabulary. The children decide which QTS books they would like to read and are monitored closely by teachers to ensure they are reading books that are the appropriate level from them in terms of fluency and comprehension.

Children complete their reading records when they have read at home.

KS1 Reading Scheme and KS2 Quality Text Scheme 

In EYFS and KS1, we use a combination of Big Cat Phonics and Oxford Reading Tree. The books on the reading scheme are given to children for their individual reading at home and at school.

The reading scheme is split into the following book bands, which correspond to different year groups:

1

Pink

EYFS

 

6

Orange

Year 1

2

Red

EYFS

7

Turquoise

Year 1/Year 2

3

Yellow

EYFS/Year 1

8

Purple

Year 2

4

Blue

Year 1

9

Gold

Year 2

5

Green

Year 1

10

White

Year 2/Year 3

An age related level for the end of Year 1 is Turquoise. Gold and White are age related for the end of Year 2.

In KS1, reading records are collected in on Monday, Wednesday and Friday and books are changed by teaching assistants. Books on the reading scheme follow a progression and children move through the books. 

When adults listen to children read, they will assess whether children are on the correct level of books and move children along the reading scheme when needed.

 

In KS2, children choose 1 book per week from the Quality Text Scheme. The children remain a free reader but the Quality Text Scheme is designed to supplement their reading choices so that they have access to a variety of genres.

 Book Choosing

After the reading scheme, children become free readers. They may choose to read books from home, from the local library or a book they have chosen from their class library. Children must continue to record their reading at home in their reading records, which will be checked by their teacher or teaching assistant on a weekly basis.  Their books choices will be monitored and guided to ensure their choices are appropriate to their stage in development and varied.

 Reading for Pleasure

One of the key aims of English within the Spring Partnership Trust is to foster a culture of reading for pleasure and to ensure every child finds enjoyment in reading. In order to do this, children have time every day to read a book of their choice independently. Children are also read aloud to every day by their teacher or another adult, either from the class Power of Reading text or from a different class book. Class book corners create a stimulating environment to promote and engage children in reading.  Weekly reading assemblies give children further opportunities to listen to a variety of texts.

Useful links

Please find below links to further information on our website about phonics and reading.

Phonics information including some useful videos:

http://www.hayes-pri.bromley.sch.uk/284/phonics

Information on reading for pleasure including key questions to ask your child when reading:

http://www.hayes-pri.bromley.sch.uk/327/reading-for-pleasure -

Suggestions for books to read at home:

Years 1 & 2 - http://www.hayes-pri.bromley.sch.uk/265/other

Years 3 & 4 - http://www.hayes-pri.bromley.sch.uk/274/year-3-other    

Years 5 & 6 - http://www.hayes-pri.bromley.sch.uk/278/year-5-other