Phonics at Jupiter Primary School
Reading & Phonics
At Jupiter, we strive to teach children to read effectively and quickly using the Read Write Inc. Phonics programme (RWI) which includes teaching synthetic phonics, sight vocabulary, decoding and encoding words as well as spelling and accurate letter formation.
We passionately believe that teaching children to read and write independently, as quickly as possible, is one of the core purposes of a primary school. These fundamental skills not only hold the keys to the rest of the curriculum but also have a huge impact on children’s self-esteem and future life chances. Using the RWI phonics programme we teach children to:
In practice, children learn the 44 common sounds in the English language and are taught how to blend these sounds to decode (read) words. We start by teaching children to read and blend the first thirty Set 1 sounds. 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. Once secure, children learn Set 2 and Set 3 sounds and then read texts with increasingly more complex sounds and graphemes.
Throughout this process there is a focus on comprehension, reading with expression and reading for enjoyment.
Children are taught in groups, which reflect their phonic knowledge and reading fluency. We regularly assess children so that they are taught in a RWI group, which matches their phonic knowledge. We make sure that pupils read books that are closely matched to their increasing knowledge of phonics and ability to read ‘tricky words’; so they experience early reading success and gain confidence that they are readers.
How you can help at home!
If you need further advice or help with how best to help, please contact the class teacher who will be happy to meet with you.
All about RWI
You might hear your child using key phrases while they are on their journey and we have tried to explain these below.
We use pure sounds (‘m’ not’ muh’,’s’ not ‘suh’, etc.) so that your child will be able to blend the sounds into words more easily.
At school we use a soft toy frog called Fred who is an expert on sounding out words! we call it, ‘Fred Talk’. E.g. m-o-p, c-a-t, m-a-n, sh-o-p, b-l-a-ck.
Blending is key, try to include this in everyday activities. Fred talk things you see on the way to school, Fred talk items in the garden and even Fred talk what is for dinner.
The following video is an example of blending sounds with Fred. https://www.youtube.com/watch?v=dEzfpod5w_Q
The children are taught the sounds in 3 sets.
Set 1 Sounds are taught in the following order together with rhymes to help children form the letters correctly and instantly recognise sounds ready for blending.
Down Maisie then over the two mountains. Maisie, mountain, mountain.
Round the apple, down the leaf.
Slide around the snake
Round the dinosaur's back, up his neck and down to his feet.
Down the tower, across the tower,
Down the insects body, dot for the head.
Down Nobby and over the net.
Down the plait, up and over the pirates face.
Round the girls face, down her hair and give her a curl
All around the orange
Curl around the caterpillar
Down the kangaroos body, tail and leg
Down and under the umbrella, up to the top and down to the puddle
Down the laces, over the toe and touch the heel
Down the stem and draw the leaves
Slice into the egg, go over the top, then under the egg
Down the long leg
Down the horse's head to the hooves and over his back
Slither down the snake, then down the horse's head to the hooves and over his back
Down the robot's back, then up and curl
Down his body, curl and dot
Down a wing, up a wing
Down a horn, up a horn and under the yak's head.
Down, up, down, up the worm.
Down the tower, across the tower, then down the horse’s head to the hooves and over his back
Zig-zag-zig, down the zip.
Curl around the caterpillar, , then down the horse's head to the hooves and over his back
Round the queen’s head, up to her crown, down her hair and curl
Cross down the arm and leg and cross the other way
A thing on a string
I think I stink
Children will also use pictures for each sound to help recognise the sound and then form the shape of the sound.
The children are then taught Set 2 Sounds - the long vowels. When they are very confident with all of set 1 and 2 they are taught Set 3 Sounds (the same sounds made with different letters).
Long vowel sound
Set 2 Speed Sound cards
Teach these first
Set 3 Speed Sound cards
ay: may I play
a-e: make a cake
ai: snail in the rain
ee: what can you see
ea: cup of tea
e: he me we she be
igh: fly high
i-e: nice smile
ow: blow the snow
o-e: phone home
ao: goat in a boat
oo: poo at the zoo
u-e: huge brute
ew: chew the stew
oo: look at a book
ar: start the car
or: shut the door
aw: yawn at dawn
air: that’s not fair
are: share and care
ir: whirl and twirl
ur: nurse for a purse
er: a better letter
ou: shout it out
ow: brown cow
oy: toy for a boy
oi: spoil the boy
ire: fire fire!
ear: hear with your ear
ure: sure it’s pure?
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.
Order of Story books
Children will hopefully follow the order listed below. The expectation is that all children will leave Year One as confident speedy readers, ready to take on the challenges of Year Two. However, some children may need extra support and your teacher will talk to you about this.
Year Group Expectations
Teach Set 1, 2 or 3 sounds
Red Ditty 1-10
1 & 2
1 & 2
2 & 3
Children will be introduced to ‘Ditty books’ when they successfully begin to read single words. The short vowels should be kept short and sharp:
Children use sound-blending (Fred Talk) to read short ditties. They will bring these home once they have read and discussed the book in class.
Red and Green Words
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.
Dots and dashes represent the sound each letter makes.
Taking Books Home
Across the daily RWI sessions, children will read the book three times and at each new reading they will have plenty of opportunities to practise using their developing comprehension skills. They will be then sent home with a black and white version of the book they read in the RWI sessions. In addition to this they will also take home a ‘Book Bag Book’, which will match the new sounds learnt but they will not have read this in school, allowing them to practise their new sounds and words within a new reading book at home. The children will also bring home a book of their choice from the library.
The RWI story books go home on a Monday and must be returned on the Friday. Teachers will be keeping a record. Your child will not be able to take home the next set of books if the first set are not returned. You will be billed for any books that are not returned.
End of Autumn 1: Read single-letter Set 1 sounds.
End of Autumn term: Read all Set 1 sounds; blend sounds into words orally.
End of Spring 1: Blend sounds to read words; read short Ditty stories.
End of Spring term: Read Red Storybooks.
End of Summer 1: Read Green Storybooks; read some Set 2 sounds.
End of Summer term: Read Green or Purple Storybooks.
End of Autumn 1: Read Purple Storybooks; read some Set 2 sounds .
End of Autumn term: Read Pink Storybooks; read all Set 2 sounds.
End of Spring 1: Read Orange Storybooks; read some Set 3 sounds .
End of Spring term: Read Yellow Storybooks.
End of Summer 1: Read Yellow Storybooks; read all of Set 3 sounds.
End of Summer term: Read Blue Storybooks.
End of Autumn 1: Read Blue Storybooks.
End of Autumn term: Read Blue Storybooks with increasing fluency and comprehension.
End of Spring 1: Read Grey Storybooks.
End of Spring term: Read Grey Storybooks with fluency and comprehension.