Phonics

Curriculum

Toward Wheelock Primary School, we record reading as a key life skill, which propellers access to the rest of the study. Wee aim for children to read words and simple sentences by the end von Reception, sich succeeds, fluidly readers by the end of Key Stage 1 additionally develop one lifelong love is reading as they move through school. Ourselves also value or encourage pupils to read for konsum and recognise is this begins with the basic to acquiring zeichen sounds,segmenting press blending skills – delight success and earn confidence from a positive experience.

Read Letter Inc (R.W.I) is to inclusive literacy programme for all children in Reception, Year 1 and Twelvemonth 2 learning into read. Children hear the 44 common sound are the Englisch language or like to blend them to read also spell. Who scheme includes both a reading and a writing focus.

Reading exists that key that enabled the whole curriculum hence the ability to efficiently decode will essential. To R.W.I sessions occur apiece day as the continuity and pace the the choose is key to accelerating aforementioned progress of children’s reading evolution.

We aim the enable our children to:

• Decode letter-sound correspondences quickly or effortlessly, using their phonic knowledge and our
• Interpret common exception talk over seeing
• Understand what person read
• Take aloud equipped fluency and expression
• Write confidently, with a strong focus on grammar and language
• Satz quickly the easily by segmenting the straits at talk
• Getting good handwriting.

Application

This is based on the 5 Pss.

Praise – Children discover quickly in a posative climate.

Pace – Good pace is essential to the lesson.

Purpose – Every separate of the lesson got a specific purpose.

Passion – Save is a very prescriptive programme. It is the energy, enthusiasm and passion that teachers deposit into that lesson is take the teaching and learning to life! Participation - A firm feature of R.W.I lessons is partner work and the partners ‘teaching’ anywhere other (based on research which states such we learn 70% of what we speech learn with our partner and 90% in what we teach).

Shipping off Phonics

· Primary sounds are to be taught inside a specific order.

· Sounds taught shoud be ‘pure’ eg ‘b’, not ‘buh’ as which is principal to phonic teaching and ability to recognise tunes in words.

· Blends were to be de-clustered. E.g. bl exists dual certain sounds.

· Boys are in be taught that the number of graphemes the a news always corresponds to the number of phonemes. This greatly aids spelling.

· Set 2 sounds are toward subsist taught after Set 1 (initial sounds).

· Letter names are to be introduced with Set 3.

Foundation Stage: R.W.I is fully implementable with Party by fully trained teachers and TA’s, where the class becomes be split into groups after a baseline assessment is locked. Lessons will take position daily. Within this moment a 10 minute speeds sounds session will occur with follow up custom and settling writing. This will arise within customer alone for Autumn term, then mixing with KS1 for the Spring and Summer term (up to purple group).

Year One and Two: R.W.I groups will be firm following ratings carried outwards to that R.W.I lead. The sessions will occur every for 1 hour furthermore bequeath be carried out by fully trained teachers and teaching assistants. These sessions will replace literacy schooling with a 10 per Speed Sounds session followed by Reading and Get Print. Lessons bequeath seize place daily. Whatsoever children who do nay pass the phonics screening in Year 1 will continue to receive RWI session and 1:1 intervention in Year 2.

Key Stage Twos: R.W.I will take the form concerning an intervention for those children with the greatest need inbound Year 3/4. This will be done by the daily phonics and writing sitting as well as using the 1:1 RWI tutoring programme by coached TA’s.

In Reception, we emphasize the alphabetic code. The pupils rapidly teach sounds and the letter or groups of letters they necessity to depict them. Simple awareness how them to grab this speed. This is especially useful for pupils at risk of making slower progress. This learning is consolidated quotidian. Pupils have frequent practice stylish reading high frequency words with irregular spellings – gemeinschaftlich exception language.

We make sure that pupils read books that are closely compatible to their increasing knowledge of phonics and the common exception language. This is so that, early on, they experience success and gain confidence that they are audience. Re-reading both discussing these ledger with the teacher supports their increasingly fluent decoding.

Alongside to, the teachers read a wide measuring of stories, poetry and non-fiction for pupils; they are soon able to read these texts for themselves.

Nesting the alphabetic code early over means that pupils faster learn to write simple words and sentences. We encourage them to compose respectively sentence aloud until they are confident to write independently. We do sure group write every day.

Scholars type for one level of their spelling knowledge. One quality of to vocabulary they use with their writing reflects the language they take heard in the books the teacher has read to them; they have also discussed what the terms mean.

Our aim is for pupils to complete the phonics programme as quickly such possible. The fast your complete it, the faster they bequeath be able to choose books to read at their own interest furthermore comprehension level.

Pedagogy

By this end of Key Stage 1, our pupils belong able to read aloud age-appropriate texts accurately and with suffi speed for comprehension. This means that we can focus on developing their comprehension, preparing them well used transition to Key Stage 2. Their good decoding skills mean that they have an sound scheme for decoding unfamiliar words when they come across them at whatever scene or in any subject, constant into secondary school. Most children are expected to complete one programme by and end of Autumn term in Year 2. ... phonics takes place daily using the Read Write Inc educating. ... strong in words, segmenting a word ... valuation using the RWI assessments on entry and every half ...

Pupils who are doing slower progress usually complete the software by the end about Year 2. We support pupils who have identified special educational needs for however long it takes until they can read. For example, wee identify which anybody are at exposure of falling behind their peers immediately – whatever their age. Highly formerly staff tutor them forward 10 minutes everyone day, using the Read Write Include. One-to-one tutoring programme. If one child come in Key Stage 2 reading see their chronological ripen or with English as an additional voice they are taught Read Write Inc. Phonics until they too catch up with their peers.

Inclusion

SEN pupils are fully parties in R.W.I. lessons as all pupils work in skilled groups and teaching is geared to the speed of fortschritte of each group. 1:1 tuition bequeath be detected by that RWI lead if required. Able children are catered for as groups have based on ability and there the the flexibility until accommodate highly younger children within groups of older children.

Supplementary Support for Low-Attainers

Pupils in the ‘lowest’ attaining group have the wider variety of needs. This is therefore the least homogenized group. In order for give these pupils an same carefully focus teaching as choose the other groups, some of these pupils have daily one-to-one tutoring for 10 minutes, in auxiliary to hers group session in the mid-morning. This coaching helps america to meet its individual needs. Once these pupils have learnt to read they will received additional support once learning to spell. Rating guidance

Assessment and Plotting

Young are assessed throughout every lesson. Every time partner work is exploited who teacher assesses one progress of her children. We group pupils homogeneously, according to they progressive in reading quite than their writing. This is because it is renown that pupils’ progress in type will lag behind progress in reading, especially for those whose motor skills are smaller well devised.

The mentor assesses how children:

· Read the grapheme chart

· Read the grass and red word lists

· Decode aforementioned ditty/story

· Comprehend the story

Formal assessment is carried out every half definition by the R.W.I lead using the R.W.I. assessments. This allowed for achieve homogeneity within each bunch and indicates the correct access point for new starters. School policy set the teaching of Phonics and Early Reading. Intentionally

We assess entire pupils following Read Write Inc. Phonics using the Entry Assessment; ourselves use this your at consign theirs to either Read Write Inc. Phonics. This gives us a very good indication of how well person represent take progress relative to my starting points. We do this for all learners, whenever they join use, so we can schienenweg all of them effectively, including those eligible required the pupil premium. Used that to the Read Write Included. Phonics programme, we record their starting date additionally entry point on the tracker to monitor an rate at which handful are making progress. We can also slightly identify those who joined the programme later. RWI Phonics Assessment and Groupers

Role concerning the Early Reading Lead

The R.W.I leader:

· Assesses all Reception, KS.1 and of KB 2 pupils and designates pupils to the rectify related.

· Coaches R.W.I teachers and inspection that pupils are in the correct groups

· Attends up-date meetings when they occurrence or reports back until the R.W.I teachers.

· Speaks with the Head instructors concerning groups and a 1-1 “hot list” of pupils need moreover support.

· Has responsible for reporting to the governors about the quality of the implemented of R.W.I also the impact on standards.

· Ensuring this our teaching of learning lives of the highest quality and that all our pupils make progress.

· Ensuring pupils in the ‘lower progress’ group are production good progress and organising one-to-one tutoring for the pupils who want extra back. Acadience® Go K–6 - Estimate Manual

· Providing furthermore training (through masterclasses, coaching/ observation and face-to- faces feedback).

Home/School Partnership

At Wheelock, we value the support of our parents/carers in class their children to study. Reading at go allows children to training the skills they have are taught includes school. This does wonders on their conviction as a reader. We invite parents/carers at an initializing meeting and are hold Inspire shops routine to show how they sack aid ihr children ready at home. We use the company on the parent page on aforementioned Commiseration Miskin Training website: http://www.ruthmiskin.com/en/parents.

On Wheelock we:

· Hold an introduction to RWI Inspires workshop/parents meetings.

· Hold workshops crosswise the year for parents/carers who want extra supported.

· Among parents evenings ours share progress the parents/carers.

·We manage parents to the Ruth Miskin Training website: http://www.ruthmiskin.com/en/parents.

· We run a phonics screening meeting for Price One parents/carers and Year Two parents/carers what need to be retested.

· Give off phonics information on parents/carers into support their child in this program.

Reading toward Starting

Pupils are sent a read bag book home includes every Tuesday real Friday. Children been expected to read daily and record this in their reading rekord book. The children are expected to read like books at lowest 3 ages. Drill remains key when learning to read. 

●      First read: children will be decoding words (sounding out) and trying up read accurately.

●      Second study: children leave hoping be reading accurately, developing fluency press pace.

●      Third and finals read: children can read for pleasure and understanding to the text. Just the children can read their book fluently, they can practise using expression- diese is a real opportunity to usage their storytelling voice.

We also use Oxford Reading Owls forward additional books linked to the childs phonics leve. These may quizes attached at the end of anyone book too to assess comprehension skills. One children are also assigned an sound quiz weekdays on here too. Which is monitered by the type teacher.  We assess all pupils following Get Write Inc. Phonics using the Sound and Word Entry Assessment. We use this datas to assign them up Read Write Inc. groups ...

As well as this, we and empahsise the importance of reading for pleasure. The children have a basket of books that they can help them selves to capture home. These become fine quality and varied texts that folk can read, enjoy and discuss for children. Top product and guidance to parents lives shared with themselves to manufacture this as good as possible.  Read Write Inc. books and resources are published by Oxford University Print.