Spelling English

Spelling

At Cradoc we see spelling as a natural progression from phonics.  The strategies of identifying each phoneme (sound) and grapheme (letter/s) help children to learn to blend words.  This leads naturally into their seeing a word and trying to sound it out (the children call it “Fred it out”, because of the Fred the Frog character that is used to encourage them).  Once they can identify the different sounds in a word they are looking at, they can try to think of the sounds that they hear in a word they cannot see.  This enables them to identify each sound and write this, leading to spelling.

The Read, Write, Inc scheme splits words into green words and red words.  The green words are those which can be written relying purely on the regular 44 phonemes (eg b,e,d = bed; sh,o,p,s = shops; h,o,l,i,d,ay = holiday etc).  The red words are those irregular words that simply have to be learned (eg does, said, would etc).

It is our policy that children begin to have spelling homework as soon as they are ready to cope with it, usually in Reception.  These will be matched to the sounds they have been learning.  As they become increasingly confident and progress into Y1 and Y2, the focus changes to the the irregular “red” words that children are familiar with reading in school, but cannot be sounded out and simply have to be learned.  They often include high frequency words that the children will come across on a very regular basis.  A sample of the Foundation Phase Card is at the bottom of the page.

In Y1 and Y2 it is likely that your child will bring home a card with spellings to be learned over a forthnight with a set test date.  The frequency increases to a week as the children enter Y3.

As children continue through Y2 and above, the spellings develop into the use of patterns and become increasingly matched to each child’s individual learning needs (differentiated).  Children are introduced to root words, prefixes, suffixes, contractions, homophones etc.  These are developed and become progressively more complex as the child continues through school.

Foundation_Phase_List(1) Y3and4_Sample_Score_Card
Y5and6_Sample_Score_Card Helpful_Spelling_Hints

 

Phonics English

Phonics
At Cradoc we give a high priority to the development of synthetic phonics.

Our phonics teaching follows the Read, Write, Inc scheme.  Pupils are introduced to phonics in Nursery.  The children are constantly assessed and when they are ready they join a Read Write Inc group.  In these groups, the children work in small focused groups with a teacher or teaching assistant.  When they start off, children learn a new sound (phoneme) almost every day.  Sounds are grouped into 3 sets and become progressively more complicated.  At the end of each half term the children will be assessed again to check they have made progress.

We teach the children the graphemes (the written form) that matches each phoneme (sound), so that they become familiar with how to write each sound.  This leads into handwriting of each sound, accompanied by a rhyme to help the child write and remember how to form the letter/s.

From a very early stage, pupils are encouraged to “blend” the sounds together to make words.  They also learn to “segment” words, ie to sound out each of the sounds within the word to enable them to spell the word.


Phonics_Pronunciation
RWInc_Lesson
Speed_sounds

Rhymes
Assisted_blending

In addition to the Read Write Inc programme the children will also be working on oracy, reading, and writing  skills in their classes with their own class teacher.  Please see the other pages for information.

Reading English

reading_3
At Cradoc we use the Read Write Inc Scheme to teach reading in Foundation Phase and guided reading in KS2.

Children will be introduced to phonics in Nursery and will be encouraged to handle books and discover how they work.  They will have stories read to them and will join in with actions, repetitions etc.

When the children are ready they will start to participate in Read, Write Inc sessions.  In these sessions the teacher or learning support assistant will work with a small group to develop the children’s phonics (see Phonics) and use this knowledge to start to develop children’s reading, using the Red Ditties.  As they progress, the children move through the coloured levels (see below), beginning to introduce sentence writing in the Green books (see writing).

To support these books (which stay at school), we use the Oxford Reading Tree books and class library books, which the children are encouraged to take home.  Children are supported to change their books in Nursery but are increasingly encouraged to change their books on their own and expected to do so independently by Y1.  Parents are encouraged to hear their child read for 5 to 10 minutes each evening and to write a brief comment in their child’s reading record.  If your child is finding something particularly difficult, or easy, please let us know as soon as possible so that we can help your child quickly.

We ensure consistency and progression between the different the different schemes we are using by careful selection of relevant books.  The guide below may help to explain how they correlate.

Read_write_ink_and_ORT_correlation_chart

In KS2, teaching of reading is done mainly through Guided Reading, which happens in each class on a weekly basis.  Children are grouped according to ability and during these sessions they work with a teacher or learning support assistant to explore the book, discuss the themes and contents and develop their comprehension.  Sometimes, pupils are asked to read a particular section ready for the next session.

Once children progress to Y3 (and sometimes before) they are expected to select from “the reading jungle” (school library).  Pupils are regularly assessed and agree an animal band with their teacher.  They receive their animal bookmark, which provides hints on how to progress to the next animal, and they can then freely select from the animal band of books in the library.

Even though your child is able to read independently, it is always helpful to read with your child from time to time.  Not only does it help you to see the progress your child is making, it also lets your child see that you value reading.