Early Reading at Gilded Hollins
At Gilded Hollins, we strongly believe that reading is one of the most important skills that children learn at primary school.
To ensure that all children master reading, we use the Read Write Inc (RWI) phonics programme throughout Reception and Key Stage One. This programme teaches children to read accurately, fluently and with understanding, building a solid base of phonic knowledge to support children with their spelling.
Direct teaching underpins Read Write Inc. Every day, children learn new sounds, and review previous sounds and words. They apply what they’ve been taught by reading words containing the sounds they know in matched decodable books and other texts, and write these sounds in individual words and, later, sentences.
Using RWI, the children learn to read effortlessly so that they can then focus on comprehension. It also allows them to spell competently so that they can put all their energy into composing what they write.
We also use this programme as 1:1 or as a small group intervention for those children in KS2 who need a more targeted approach.
When using RWI to read the children will:
When using RWI to write the children will:
Order of teaching sounds
In Read Write Inc phonics, the individual sounds are called ‘speed sounds’ – because we want your child to read them effortlessly. Set 1 sounds are the initial letter sounds. They are taught in the following order. m, a, s, d, t, i, n, p, g, o, c, k, u, b, f, e, l, h, sh, r, j, v, y, w, th, z, ch, qu, x, ng, nk
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.
When children learn their Set 2 sounds, they will learn:
Every speed sound has a list of green words linked to it, so your child can ‘sound out’ and ‘sound blend’ words containing the new speed sound they have just learnt, for example s-p-r-ay = spray.
When learning their Set 3 speed sounds, children will be taught that there are more ways in which the same sounds are written, e.g. ee as in tree and ea as in tea.
The table below shows the sound, the associated phrase and example green words.
Set 2 Speed Sound Rhyme
ay: may I play
day play say may tray today
ee: what can you see?
seen need sleep feel three green
igh: fly high
might light sight night fright
ow: blow the snow
snow flow know show blow
oo: poo at the zoo
mood fool pool stool moon spoon
oo: look at a book
took shook cook foot
ar: start the car
bar park smart sharp car spark
or: shut the door
sort short worn horse sport fork
air: that’s not fair
fair stair hair lair chair
ir: whirl and twirl
girl third whirl twirl dirt
ou: shout it out
mouth round found loud shout
oy: toy for a boy
toy boy enjoy
Set 3 Speed Sound Rhyme
a-e: make a cake
shake name same save brave late
ea: cup of tea
neat real clean please dream
i-e: nice smile
hide shine white nice wide like
o-e: phone home
hope home rose spoke note those
u-e: huge brute
tune rude use June excuse
aw: yawn at dawn
saw raw law straw dawn crawl
are: care and share
bare bare spare scare flare square
ur: nurse with a purse
burn turn hurl burp slurp lurk
ow: brown cow
howl down brown drown gown
oi: spoil the boy
join coin voice choice noise
ai: snail in the rain
paint train rain plain strain
e: he me she we
he me she we he
oa: goat in a boat
toad road oak loaf throat toast
ew: chew the stew
new knew flew blew crew newt
er: better letter
over never weather hamster after
ire: fire fire
spire bonfire inspire conspire hire
oar: hear with your ear
fear dear gear spear year
ure: sure it’s pure
picture mixture adventure pure
Within all the books children will have red and green words to learn to help them to become speedy readers.
Red words are words that are not easily decodable and challenge words to extend children’s vocabulary.
Green words are linked to the sounds they have been learning and are easily decodable.
What can you do at home?
We believe that teaching your child to read relies on a good partnership between home and school. When you are reading with your child at home, it is important that the sounds you say are the 'pure sounds.' You may find they tell you off if you don’t!
Click the link below to hear how to pronounce sounds correctly.
Nonsense words (Alien words)
As well as learning to read and blend real words children will have plenty of opportunities to apply their sound recognition skills on reading ‘Nonsense words’. These words will also feature heavily in the Year One Phonics Screening check in the summer term.
If you would like any further information, the Ruth Miskin Website has a wealth of useful videos and information.
The approach to reading throughout Key Stage 2 may be seen as taking a ‘multi-layered approach’.
Each class has a targeted reading lesson each day alongside their English lesson. This lesson is a Whole Class Reading session. Over the course of a week, the children take part in two lessons based on their class reader and three lessons on a linked theme. For example, in Year Six the children explore texts based on the theme of Pompeii (a non-fiction text, fiction text and a song) for one week. The linked themes are selected to match other areas of the curriculum, relevant things in the wider world which are not covered on our curriculum and significant people in our history.
1 lesson each week is a dedicated comprehension lesson, where children are taught specific reading skills:
Comprehension, the author's use of language, inference, meaning and books (whereby children are encouraged to make links with others stories and texts). Questions about the relevant texts are based on these reading skills.
In addition, one session a week is dedicated to foster a passion for stories and the written word. This is where children are given the chance to share and talk about a range of books whilst in a small group with like-minded peers, in a similar way to a book circle.
All classes have a ‘class reader’ – a book that is shared together and read by the whole class.
Regardless of year group, it is the expectation that every child in school will read at home at least five times weekly. This is monitored in school through the school planners and posted on Seesaw for staff to keep track of.