Reading

Reading at Sandhurst Primary School

At Sandhurst Primary we develop children’s love of literature through widespread reading for pleasure.  We believe it is important to expose children to quality texts in order to engage and inspire them to be life-long readers.  Reading feeds children’s imaginations and provides wonder and joy for curious young minds, so we believe it is important to encourage our children to read a diverse range of books by a wide variety of authors.  We seek to develop a strong reading culture through planned activities and events which promote reading as a positive experience. Each class has a reading area with a variety of books, added to this we have a wonderful school library, with a rich selection of books as well as smaller reading ‘pop-up corners’ and reading sheds outside.

From nursery, children are exposed to quality texts, engaging and inspiring them to want to read for themselves and to model reading and language structures.  We know that language acquisition and vocabulary is crucial to our children, especially in the Early Years, and so a story rich culture is paramount.  In year 1 children begin our Daily Supported Reading programme [DSR] – enabling children to read books independently and successfully at their learning level, to an adult, four days per week. Children also benefit from a taught synthetic phonics programme called Read, Write Inc by Ruth Miskin.  This begins as soon as children start in Reception and follows through to Year 2.

By the time children reach KS2 they reach a level of reading fluency that enables them to benefit from ‘Destination Reader,’ a new approach to reading aimed at helping children to develop a deeper understanding of what they have read. This approach enables all children to participate in whole class discussions about texts, building key reading skills such as inference and retrieval and providing them with a valuable opportunity to elaborate on their ideas, explaining them in more detail, building on others’ ideas and supporting their viewpoint with textual evidence. Children who find comprehension difficult receive additional support joining regular interventions groups developing their language skills and encouraging them to become active readers.

At Sandhurst we value the role of Parents and carers in their children’s reading journey and reading records are used throughout the school to aid communication between home and school.  Through enrichment days such as World Book Day, children enjoy a variety of book-related fun activities.

We have close links with the local Library and support events such as the ‘Summer Reading Scheme’. Book fairs and book swaps are held annually and provide an opportunity for children to purchase/share books whilst raising money for class libraries. We have also established our ‘Reading Buddies’ scheme where children in Year 5 and 6, help to support infant children.

 

Phonics at Sandhurst Primary School

We use the highly successful Read Write Inc. Phonics programme to teach our children to read and spell.

What is Read Write Inc.?

Read Write Inc. (RWI) is a systematic, synthetic phonics programme developed by Ruth Miskin, which helps all children learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling.  The programme is designed for children aged 4-7. However, at Sandhurst Primary, we continue teaching RWI to children beyond the age of 7 if they still need support in their reading and spelling.

How will RWI be taught?

All children are assessed regularly by their teacher so they will work with children at the same level. This allows for complete participation in lessons.  Children have daily lessons from Reception to the end of Key Stage 1.  For each letter sounds taught [Speed Sound], there is a picture and a phrase which helps the children to remember it. 

Alongside this, there are ‘Green Words’ for children to practise reading words with that Speed Sound in them.  ‘Green Words’, are those which can be ‘sounded out’ to be read. Common Exception words are called ‘Red Words’ and have to be taught and learned as they cannot be ‘sounded out’.

Nursery

In Nursery, we recognise the importance of children developing their pre-phonological awareness.  This means that children will be taught to recognise different sounds in the environment as well as playing with words, rhyme and sounds in words.  Teachers explore and utilise quality texts with the children and link these to develop their vocabulary and phonological awareness.  When appropriate, children will be introduced to letter sounds in short sessions. 

Reception

To begin with, the children learn a letter sound a day. We use pure sounds so that your child will be able to blend the sounds into words more easily. e.g. mmaisie mmmountain is morphed into m, t-t-t-tower is morphed into t.

In Reception all children will learn how to read and write all of the letter sounds in Speed Sounds Set 1, and then taught how to blend these into words. Children will also be taught at least ten digraphs [two letters which make one sound; e.g.: ‘oo’, ‘ee’], which are known as ‘Speed Sounds 2’. The teachers will often use the phrase ‘Fred talk’ to sound out words, [e.g.; c-a-t is cat].  Fred the Frog helps the children to blend the sounds together which is then used to help children read. For spelling, children are taught to use their ‘Fred Fingers’ for sounding out words to write.                  

They also learn how to read and spell common exception words, which we call ‘Red words’, (words that cannot be sounded out), during these lessons.  Children begin their reading journey using RWI instructional texts.  They will usually start reading ‘Ditties’, which are short texts involving the phonics being taught at the time and are shared read in class and then taken home to practise.  When children are ready they progress onto the story books.

Year One & Year Two

Children follow the same format as Reception but will work more on complex sounds (Speed Sounds 2 and 3]).  They continue to progress using RWI instructional texts. Once children become fluent speedy readers and writers they will move onto the RWI ‘Get Spelling’ part of the programme.

A brief note about the letter sounds

Set 1 Speed Sounds are taught in the following order together with rhymes to help children form the letters correctly and instantly recognise sounds ready for blending.

Set 1
Sound Rhyme
m Down Maisie then over the two mountains. Maisie, mountain, mountain.
a Round the apple, down the leaf.
s Slide around the snake
d Round the dinosaur’s back, up his neck and down to his feet.
t Down the tower, across the tower,
i Down the insects body, dot for the head.
n Down Nobby and over the net.
p Down the plait, up and over the pirates face.
g Round the girls face, down her hair and give her a curl
o All around the orange
c Curl around the caterpillar
k Down the kangaroos body, tail and leg
u Down and under the umbrella, up to the top and down to the puddle
b Down the laces, over the toe and touch the heel
f Down the stem and draw the leaves
e Slice into the egg, go over the top, then under the egg
l Down the long leg
h Down the horse’s head to the hooves and over his back
sh Slither down the snake, then down the horse’s head to the hooves and over his back
r Down the robot’s back, then up and curl
j Down his body, curl and dot
v Down a wing, up a wing
y Down a horn, up a horn and under the yak’s head.
w Down, up, down, up the worm.
th Down the tower, across the tower, then down the horse’s head to the hooves and over his back
z Zig-zag-zig, down the zip.
ch Curl around the caterpillar, , then down the horse’s head to the hooves and over his back
qu Round the queen’s head, up to her crown, down her hair and curl
x Cross down the arm and leg and cross the other way
ng A thing on a string
nk I think I stink

Set 2 & 3 Speed Sounds:

Once your child knows all Speed Sounds 1 by sight and sound and uses them to blend to read words, we start teaching Set 2 initially and then Set 3 long vowel sounds. Your child will need to learn that most vowel sounds have more than one spelling.

There are 12 Set 2 Speed Sounds that are made up of two or three letters which represent just one sound, e.g. ay as in play, ee as in tree and igh as in high. It is important that your child does not pronounce these as 2 or 3 separate sounds. When your child sees the ‘speed sound’ letters together in a word, they must say just one sound for these letters.

Long  vowel sound

Set 2 Speed Sound cards

Teach these first

Set 3 Speed Sound cards

ay

ay: may I play

a-e: make a cake

ai: snail in the rain

ee

ee: what can you see

ea: cup of tea

e: he me we she be

igh

igh: fly high

i-e: nice smile

ow

ow: blow the snow

o-e: phone home

ao: goat in a boat

oo

oo: poo at the zoo

u-e: huge brute

ew: chew the stew

oo

oo: look at a book

 

 

ar

ar: start the car

 

 

or

or: shut the door

aw: yawn at dawn

 

air

air: that’s not fair

are: share and care

 

ir

ir: whirl and twirl

ur: nurse for a purse

er: a better letter

ou

ou: shout it out

ow: brown cow

 

oy

oy: toy for a boy

oi: spoil the boy

 

ire

 

ire: fire fire!

 

ear

 

ear: hear with your ear

 

ure

 

ure: sure it’s pure?

 

Follow the links below to learn how to pronounce the Speed Sounds:

https://www.oxfordowl.co.uk/for-home/reading-owl/find-a-book/read-write-inc-phonics–1/phonics-pure-sounds-video

Oxford Owl has lots of free Read Write Inc. Phonics resources to help your child continue learning, including eBooks, practice sheets, Ditty sheets, slideshows, and parent films. 

 These free resources for home can be found at 

https://home.oxfordowl.co.uk/reading/reading-schemes-oxford-levels/read-write-inc-phonics-guide/

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