Phonics
Read Write Inc.
At OVPA our Reading curriculum is designed to ensure all children know that reading is an open door to all other learning opportunities. They understand that reading frequently makes them a good reader, and being a good reader expands their world. Our children embrace their own individual reading journey through learning reading strategies, learning new words, exploring genres and discovering a variety of authors. By continually reflecting on their own reading journey, our children are not only able to read, but most importantly, want to read.
Early reading is primarily taught through the daily teaching of systematic synthetic phonics in EYFS and KS1. In order to help the children conquer this complex code, we teach it to them systematically, using a system based on a programme called Read Write Inc. Alongside this the children also take part in weekly 1:1 reading with an adult.
We start by teaching children to read the first thirty sounds (Set 1 Sounds) and to be able to blend these sounds to read words (i.e. to know that the sounds c/a/t can blend together to read the word cat). Once they have conquered this skill, they start reading stories and texts that have words made up of the sounds they know. This means that they can embed and apply their phonic knowledge and start to build their reading fluency. At the same time, we teach them how to write the sounds and use this knowledge to spell words, leading to writing short sentences.
As their confidence and fluency grows, we start to introduce more sounds (Set 2 and then 3) and the children read texts with increasingly more complex sounds and graphemes (different ways of spelling the sounds, e.g. /igh/, /ie/ or /ay/, /ai/). They learn that a sound can be written using 2 or 3 or even 4 letters. We call this a grapheme (e.g. igh represent the /i/ sound in the word night). Equally they learn to use these graphemes to spell words.
In short, the essence of our reading programme is based on the belief that by reading the sounds, you can read the words, and so the story. But, if it is hard to understand what sounds the words are made up of, it is hard to read the words accurately and so it is hard to understand what has been read. Additionally, if it takes too long to work out what the words are, it is difficult to understand the story as the meaning gets ‘lost’ in the individual words. Fluency and accuracy are key to comprehension.
Being able to decode a text alone is not enough. Children need to comprehend what they are reading and need to be actively taught key comprehension skills from a very early age. We do this through comprehension activities linked to the stories the children come to read with Read Write Inc, and also through a range of different literacy activities based around core texts shared with the children in class. We know that good readers question, check and engage with their own understanding – these are some of the skills we seek to develop. We know that decoding and comprehension should not be taught in linear progression but need to be taught simultaneously.